Abstract Periodontal disease needs to be treated while maintaining occlusal function and esthetics, taking into consideration the patient’s background and preferences. However, it is difficult for dental students in clinical training to make a treatment plan based on only one-way lectures. In order to make dental students aware of the importance of comprehensive oral treatment and to increase their motivation in clinical training, we conducted active learning-type classes incorporating collaborative learning. The purpose of this study was to examine the pedagogical significance of the class.

 109 dental students took a periodontal class in early clinical practice, and 5 or 6 students in one group collaborated to make a treatment plan for moderate to severe chronic periodontitis. The students were provided with patient information, intraoral photographs, radiographs and periodontal tissue examination results at the time of the first visit. Student presentations for each group were in a question-and-answer format between faculty and students. After the class, the students answered a questionnaire about the curriculum.

 The students’ responses to the questionnaire showed that they felt it was difficult to make a treatment plan, but they actively participated in the group work, and the group work and presentation went smoothly. In addition, more than 90% of students answered that the content of this class was useful for clinical training and future clinical practice, and 85% of the students answered that it would be useful for the national examination.

 Active learning classes, in which dental students make periodontal treatment plans, were considered to have deepened dental students’ understanding of the importance of comprehensive periodontal treatment rather than one-way classes and learning to answer multiple-choice questions. Furthermore, it was suggested that this class was meaningful in various situations such as the national dental practitioner’s examination, as well as undergraduate and postgraduate clinical practice.

 Abstract In the Model Core Curriculum for Dental Education, professionalism is listed as one of the fundamental competencies needed by dentists. However, we have continued trial and error, because there is no academic consensus on teaching and assessing professionalism.

 The purpose of this study was to clarify what dental students learned by considering the sanctions for unprofessional behavior. In the exercise, each student considered the sanctions for the scenarios reported by Brockbank et al., followed by a lecture on professionalism and a group discussion. Then we conducted questionnaire surveys consisting of Likert-scale and free-text questions after practical training. The free texts were analyzed using quantitative content analysis.

 From the co-occurrence network of frequently-occurring words of the free text, the following phrases were extracted : “responsibility for one’s own behavior,” “views of the public,” “student life,” “harsher assessment by lay members,” “awareness of becoming a dentist” and “professional attitude.”

 From the results of this study, it is concluded that this practical training gave the students an opportunity to think about professionalism and the necessity of taking responsibility for their own behavior as medical professionals and showing a positive attitude toward their own future. Education on professionalism should encourage the formation of a professional identity, rather than just a “Do Not” approach.

 Abstract The School of Dentistry at Iwate Medical University launched an educational reform project with Harvard University in 2011 and established a student dental clinic as part of the project. We report an analysis of the patient trends at the clinic over the past 7 years.

 The subjects consisted of 484 patients who visited the clinic between May 2012 and March 2019. The treatments of the patients were divided into six types in accordance with the Harvard University Case Classification, and the age of the patient at the initial visit, treatment progress, treatment period and reason for discontinuation were surveyed. The following results were obtained.

 1) Approximately half of the patients were aged 60-70 years old.

 2) Many cases were Types Ⅲ and Ⅴ including prosthetic treatment.

 3) The treatment period for Type Ⅳ was lengthy at roughly 35 months, and differences in the level of difficulty of cases were evident.

 This study revealed that the establishment of the student dental clinic enhanced our curriculum for clinical training through participation in treatment. However, problems such as formulating a standard for selecting suitable cases for students and maintaining an adequate number of cases were raised, requiring further reform.