Abstract The rapid development of large learning models in recent years has been remarkable, and their application to dental education is being explored. In this study, ChatGPT-3.5 and GPT-4, developed by OpenAI, answered the Japanese National Dental Examination and the correct answer rates were compared and evaluated.

 All Japanese National Dental Examination questions were obtained from the website of the Ministry of Health, Labour and Welfare, except for questions containing charts, images, etc. Prompts and questions were entered into ChatGPT-3.5 and GPT-4, and the correct response rates were evaluated for compulsory questions, general questions, domain A, domain B, domain C, and dental subjects.

 Significant differences were found in the percentage of correct responses between ChatGPT-3.5 and GPT-4 for 288 required questions, 500 general questions, 314 domain A questions, 92 domain B questions, and 94 domain C questions, with GPT-4 showing significantly higher percentages of correct responses for all questions and domains. Based on the number of correct answers indicated by the question text, GPT-4 showed significantly higher rates of correct answers than GPT-3.5, except for “choose all.”

 Regarding the problem-solving ability for the National Dental Examination based on ChatGPT, GPT-4 outperformed GPT-3.5, suggesting that GPT-4 can pass the National Dental Examination except for domain B for questions that do not include clinical images and charts and that it has potential as a tool to support dental education.

 Abstract LTD based PBL (LBP) is problem based learning (PBL) based on learning through discussion (LTD), which is one of the cooperative learning techniques. A course on LBP practical training was conducted for the first-year students of the Nippon Dental University School of Life Dentistry at Tokyo in the 2020-2022 academic years, either online or face-to-face, and both ways. Based on the results of a student self-assessment in the course on LBP practical training, the differences and educational effects of each were investigated. The course was conducted online using the breakout room in Zoom conferencing software (called “online LBP”) in the 2020 academic year, both online and face-to-face (“blended LBP”) in the 2021 academic year, and only face-to-face (“face-to-face LBP”) in the 2022 academic year. In the analysis of the student self-assessment, there were no significant differences between the online, blended, and face-to-face LBPs in the question items of whether they were able to (1) identify learning items, (2) gather appropriate information, (3) summarize learning contents, and (4) listen attentively. In contrast, significant differences were found in each of the items asking whether students were able to (5) present clearly, (6) actively participate in the discussion, (7) communicate well, and (8) contribute to the group, with more students clearly answering agree for face-to-face LBP and blended LBP than for online LBP. In particular, items (6) through (8) are activities that lead to deeper dialogue, suggesting that blended LBP and face-to-face LBP are more suitable than online LBP for promoting active discussions and quality communications that deepen dialogue.

 Abstract Especially in the past ten years, the Hiroshima University School of Dentistry has been deeply involved in the internationalization of dental education, aiming at nurturing dental professionals who have a rich sense of humanity and can play an active role in the global community. In particular, 2012, when we adopted the English-Japanese bilingual teaching method in all lectures and practices given in our dentistry program, was an important turning point for the expansion of our international activities. Thanks to this, it has become possible for us to accept undergraduate dental students from overseas partner schools at any time, which has greatly promoted the internationalization of the educational environment at our school. In fact, every year we have provided in-bound student exchange programs, both short and long term, which has also enabled us to make international contributions in dental education. Furthermore, the international environment at our school has increased the motivation of Japanese students to study abroad and gain diverse experiences. We are currently able to send many undergraduate students to partner schools around the world every year, providing opportunities for them to broaden their horizons. This paper introduces the history, current status, and prospects of our endeavors for the internationalization of dental education.