Abstract It is important to set clear goals and conduct reflections to confirm the degree of achievement in order to achieve the goals. However, not all dental residents understand the importance of setting goals and instead set goals that suit them. We examined the effects of setting goals and rubric evaluation for reflection which was repeated to confirm the degree of achievement of the goals, on the way of thinking and motivation of dental residents toward setting goals. In the dentist clinical training program (Nagasaki University Hospital Group Training Program A) in 2019, 25 dental residents conducted clinical training for dentists at Nagasaki University Hospital.

 In July, November and March, each dental resident used a common rubric created by the instructing dentist based on the contents extracted in the group work (five people, five groups) of the goal-setting training. Using the individual rubric created for goal evaluation, we reviewed the training for achieving the goals in November and March. In addition, a questionnaire on the goal-setting and rubric evaluation were conducted before and after the clinical training. Most dental residents answered in the post-training questionnaire that they understood the importance of setting goals and repeated reflection, and that they were motivated.

 From this study, it was suggested that setting goals in the early stages of clinical training for dentists and regularly reflecting on the achievement of goals not only helps dental residents understand the importance of these, but also boosts their motivation.

 Abstract The purpose of this study was to examine the weaknesses and evaluation items of the fifth-grade students of Tsurumi University School of Dental Medicine obtained by evaluating their performance in the panoramic radiography practical examination during clinical practice.

 The subjects were 99 fifth-grade dental students of Tsurumi University (60 males and 39 females). We assessed the practical skill test at the time of imaging examination for patients who came to the Department of Oral and Maxillofacial Radiology and Diagnosis in our university hospital for panoramic radiography. There were 35 evaluation items, and the evaluation standard used was : excellent : 3 points, good : 2 points, fair : 1 point, poor : 0 points. For each student, one evaluator (three dentists and four radiology technicians) conducted the test.

 The number of students who passed the test was 82 out of 99, and 17 failed the test. As the obtained evaluation scores showed equal variance, a one-way analysis of variance was performed. The evaluation items on which the students performed poorly were those that influenced the image quality, such as setting the laser beam to facilitate alignment of the anteroposterior position, the reference plane (Frankfort plane and midsagittal plane) and adjusting the imaging factors.

 Although the students had no difficulty in operating the panoramic radiography machine, it was considered difficult for them to understand the principles of panoramic radiography. This result indicates the importance of students understanding the principles of panoramic radiography by experience through practical training.