Abstract Medical and dental faculties have conducted common achievement tests since 2005 to assure the public and society of the quality of graduates. Computer based testing (CBT), one of the pre-clinical examinations in the common achievement tests, can be administered and evaluated fairly at different times and locations. The IRT standard score of CBT is used for grading, and may be related to passing or failing the National Dental Examination administered after completing a clinical clerkship. Therefore, we evaluated the relationship between the IRT standard score of CBT and passing or failing the National Dental Examination for new graduate students at Kyushu Dental University.

 The results showed that the pass rate of the examination was 87.3%. The mean IRT standard score was significantly higher for those who passed the examination than those who failed it. In addition, all respondents with IRT standard scores of 620 or higher passed the examination. The IRT standard score, which serves as the cutoff for passing or failing the examination, was 493.0. The number of CBT attempts was significantly higher among those who failed the examination. The pass rate of the examination among holdovers was 60.4%, which was lower than that among non-holdovers (90.5%).

 These results indicate that IRT standard scores are correlated to passing or failing the examination.

 Abstract In this study, we conducted a survey to understand the mechanism and current status of education on HIV (human immunodeficiency virus) infection in dental hygienist training schools. Of the 165 training schools surveyed, 113 (68.5%) responded, of which 93 (82.3%) reported that they provide education on HIV infection. In terms of lecture content, 95 schools (84.1%) teach measures against nosocomial (health-care-associated) infection, 83 schools (73.5%) teach about infectivity, 61 schools (54.0%) teach about the natural course of the disease after infection, and 41 schools (36.3%) teach response to exposure (post-exposure prophylaxis). The most remarkable result is the low number of training schools offering lectures on response to exposure. Comparing the schools that teach administration of post-exposure prophylaxis versus those that do not, the most significant difference was whether the lecturer’s experience included work at an AIDS (acquired immunodeficiency syndrome) treatment center hospital (χ²=11.928, p=0.001).

 The results of the survey indicate that HIV education tends to focus mainly on nosocomial infection control, with limited or no information about the details of HIV infection and administration of post-exposure prophylaxis. We recommend that, going forward, dental hygienist training courses actively incorporate accurate medical knowledge about HIV infection and post-exposure countermeasures.

 Abstract The Faculty of Dentistry, Niigata University has provided the program “Early Clinical Practice Ⅱ,” which includes mini-lectures concerning basic science and clinical site visiting, alternating with group discussions or presentations on the relationship between the basic and clinical aspects of the practice for third-year students. This study aimed to verify the effectiveness of this program. Eight-seven students who participated in the program in 2021 and 2022 were recruited for a questionnaire survey and 47 responses were analyzed. The results of the questionnaire showed that many students in both years responded that this program was meaningful, and that the number of students in each group or clinical departments to be visited was appropriate. Regarding infection control, which is essential for healthcare professionals, all students answered that they understood the lecture given at the initial guidance. The clinical departments that were relatively specialized or included hands-on training, as well as the basic science fields that were easily imagined to be directly related to clinical practice, tended to be selected as the fields of interest of the students. The results indicated that this program is useful in providing students with an understanding of the relationship between basic and clinical medicine. It is necessary to refine the program to raise students’ motivation to learn and encourage further cooperation with basic and clinical faculty members.

 Abstract Although there have been reports on evaluations of educational programs for dental school students as well as dentists participating in clinical practice training, few are available regarding dental technician courses. The present study used a questionnaire to evaluate pediatric dental technology classes taught at Ibaraki College for Dental Hygienists and Technicians, with a total of 43 second-year students surveyed over a five-year period. The results indicated differences in understanding among the students regarding the contents of lectures they had received. In addition, student interest related to pediatric dental technology was revealed, including their opinions and requests regarding the instruction offered. Based on the findings, we sought to increase classes related to dental technology and also improve the lectures by linking them with clinical practice. Furthermore, in order to develop an educational method that more directly connects lecture content with clinical practice, the need for additional physical and imaging resources for visualizing the educational materials became apparent. In order to improve the quality of education in the future, it was concluded that continuing to receive objective evaluations from students and seeking feedback on the contents of the lectures would help to increase the overall level.

 Abstract The importance of clinical training for undergraduates is well known, though it is difficult to provide training on dental treatment for undergraduate students because of the complicated nature of the child/guardian relationship with the dentist in the field (pediatric triangle) of pediatric dentistry. In 2020, various aspects of undergraduate clinical training were reformed at our institution, one of which was teaching proper brushing by using a leaflet that described the method. The leaflet used was created by the undergraduate students. After brushing instruction, a questionnaire survey of the students was conducted. The results showed that the students were better able to understand brushing instructions thanks to that approach. These results, which were obtained by self-learning about brushing and actually giving brushing instruction, reconfirmed the importance of undergraduate clinical training, and suggested that reformation of clinical training led to improvements in learning as well as increased motivation of the students to undergo more substantial training.

 Abstract Objective : In dental schools throughout Japan, general anesthesia practice is mostly conducted by observation in hospitals ; students do not actually perform general anesthesia. Therefore, with the aim of improving their understanding of general anesthesia, we conducted the first training on inducing general anesthesia for fourth-year students before their hospital training.

 Method : The 109 students in the fourth year were divided into groups of four, with one instructor in charge of two groups. After a 40-minute lecture, the rapid induction procedure was practiced for one hour on a mannequin used in BLS, using the equipment used in clinical practice, in the following order : (1) placement of a monitor, (2) intravenous catheterization, (3) starting oxygen administration, (4) administration of intravenous anesthetic, (5) mask ventilation, (6) administration of muscle relaxants, and (7) oral intubation. Tests were conducted before and after the training, and a questionnaire survey was administered to the students and instructors after the training.

 Results and Discussion : The questionnaire collection rate was 100% for both students and instructors. The percentage of correct answers to the test increased significantly from 39.4% before the training to 63.3% after the training.

 All students responded that they were able to understand the rapid induction procedure and that it was good that this training was conducted before their hospital training. It is thought that students’ understanding was enhanced by the fact that (1) the equipment and materials used in clinical practice were used in this practical training, (2) the training was conducted in small groups, and (3) the objective was to understand the procedure of inducing anesthesia, rather than manipulation techniques.

 Conclusion : It was considered meaningful for students to receive training on inducing general anesthesia prior to hospital practice, because it increased their understanding of general anesthesia procedures.