Abstract In this study, a total of 53 dentists undergoing clinical training at Asahi University Dental and Medical Center in 2019, of which 24 were on Program A (single facility program) and 29 on Program B (multiple facility program) were surveyed to determine the satisfaction level of dentists regarding their own clinical skills and the training environment.

 The questionnaire consisted of 25 items (with a five-point scale) relating to clinical skills and five items (with a four-point scale) relating to the training environment.

 In terms of clinical skills, the dentists were found to be highly satisfied with their ability to perform “loose tooth extraction” (92.5%) and “infiltration anesthesia in the anterior region” (92.5%). They were least satisfied with their ability to manage “anterior bridge” (34.0%), “posterior bridge” (37.7%), and “mandibular wisdom tooth extraction” (45.3%). In terms of training environment, the dentists were satisfied, in descending order, with “personal relationships” (92.5%), “instruction methods” (88.7%), “skills acquisition” (84.9%), “number of patients” (81.1%), and “knowledge acquisition” (73.6%).

 Canonical correlation analysis based on the results of the questionnaire―with the 25 clinical skills items as dependent variables and the five training items as independent variables―revealed a strong correlation (0.908) between satisfaction ratings for clinical skills and the training environment. Structure factor values suggest that, among the items relating to training environment, “number of patients” per day and “instruction methods” contribute the most to the interdependent relationship between satisfaction with clinical skills and satisfaction with training environment.

 Abstract Increasing emphasis is placed on Advance Care Planning (ACP), which is a process of making decisions about future health care based on patients’ preferences and dignity. Dentists will increasingly need to understand the concept of ACP and engage in ACP with patients, families, physicians, and other health care professionals.

 Since 2017, we have provided training on ACP for second-year dental students using the Moshi Bana Game^TM to develop their ability to consider end of life. In this study, we conducted a questionnaire survey containing Likert-scale questions and free-text questions after training. The free texts were analyzed using qualitative content analysis to examine student learning by improving learning readiness. In order to improve learning readiness, news reports and video clips were used to help students think about their own life expectancy of six months. By improving the readiness to learn, the students’ learning changed from the mere experience of playing the game to having a perspective as a medical professional and respecting the values of others.

 There are many challenges in medical practice, including ACP, for which there is no standardized solution, therefore reflective learning is important. As educators, we need to continuously devise ways to improve learning readiness to increase the effectiveness of students’ reflective learning.

 Abstract Denture adjustments using fit-checking materials are a basic dental treatment that is frequently performed. However, an effective education method has not been established, because the acquisition of skills depends on the daily clinical experience of each learner. This study aimed to verify methods for teaching the ability to judge locations under excessive pressure on the inner surface of dentures for inexperienced student or trainee dentists.

 Thirty-nine trainee dentists working at Niigata University Medical & Dental Hospital in 2020 or 2021 and five of their instructors participated. Complete dentures equipped with small convex parts for an edentulous mandibular jaw model were fabricated and a tissue conditioner was applied. The subjects identified the locations under excessive pressure of the complete dentures.

 Then, three teaching methods, 1) feedback after procedure, 2) explanation by instructor, and 3) self-learning with visual texts produced by photographs, were prepared to investigate their effectiveness for learning how to adjust dentures, and one of the methods was given to the subjects. Seven or more days after the teaching, the subjects identified the locations under excessive pressure of the same complete dentures again. The correct answer ratio of locations under excessive pressure and individual correct answer ratio were analyzed by teaching method and before and after teaching by using analysis of variance or multiple comparison.

 As a result, the ratio of correct answers after teaching was higher than before teaching. The individual ratio after teaching was higher than before teaching for each teaching method. These results suggest that the combination of these teaching methods was effective for teaching how to check the fit of dentures.

 Abstract At the Asahi University School of Dentistry, we have offered hands-on training in microscope use since 2018 as an optional program for undergraduate students in clinical practicum training in the Department of Endodontics. In this study, we investigated the impact on learning effectiveness of advance study using an e-learning system and active learning through group work and group training.

 There were 27 applicants for the 2019 training session. The participants were encouraged to study in advance using an e-learning system (Moodle). At the start of the session, we measured the time taken to focus at maximum magnification on the palatal root of a maxillary left first premolar attached to a model jaw (focus adjustment time). The participants then spent the next 30 minutes in group work, after which the focus adjustment time was measured again. They then received feedback from an instructor and engaged in group training, before the same measurement was taken again.

 The time required to focus was significantly lower at the end of the training compared with at the start. The results following the group work were equivalent to those at the end of the previous year’s training session, and those after the group training were equivalent to those of the instructors.

 Advance study and group work in this training session showed substantial effectiveness for learning microscope operation.