Abstract It is generally believed that feedback from supervising dentists is effective for the development of trainee dentists. However, it is not clear what the ideal feedback system should be, and we believe that this requires trial and error at each training facility. Therefore, in order to examine the ideal feedback system, we conducted a questionnaire survey on the opinions of supervising dentists and trainee dentists regarding feedback, based on the medical evaluations and feedback conducted at the Nagasaki University Hospital Dentist Clinical Training Program in FY2023.

 The results showed that supervising dentists felt that face-to-face feedback was effective because it allowed them to check the level of understanding of trainee dentists while providing instruction. In addition, trainee dentists were able to obtain advice from their supervising dentists and time to exchange opinions, and many of them thought that feedback from their supervising dentists led to their own learning. On the other hand, problems such as securing time for feedback and unifying evaluation criteria were also identified.

 The results of this survey also indicate that supervising dentists recognize the necessity and importance of feedback and feel that it is meaningful to provide feedback in a face-to-face setting. The results also suggest that feedback may provide an opportunity for trainee dentists to reflect on their own practice. We believe that efforts to construct a better feedback system, such as a hybrid type of face-to-face and non-face-to-face feedback, are needed in the future.

 Abstract Training on basic clinical skills in pre-clinical practice is indispensable for the development of clinical practice. The mirror technique (MT) is an effective skill for treating difficult-to-see areas and is important for implementing minimal intervention (MI). However, it is necessary to establish a method of teaching the MT because it is not easy for students to learn. This study investigated the effect of the mesial or distal position of the dental mirror (DM) on the accuracy of cutting test circles assuming caries by using the MT for trainee dentists.

 Twenty-three trainee dentists at Niigata University Medical and Dental Hospital in 2023 were instructed to cut a standardized test circle on the palatal side of the upper right artificial central incisor based on minimal intervention using the MT. They performed trial cutting one time at each of three different mirror positions, distal, mesial and middle, fixed with thread, after cutting practice. The cutting range and depth of the cavity were measured using digital images and STL data of the artificial cutting teeth. The time for the cutting trials and the cavity checking numbers were also measured. These parameters were compared.

 As a result, excessive cutting range and the time for the cutting trials were larger for the distal mirror position than the other mirror positions. In addition, the distal mirror position showed variations in cutting depth depending on the cutting site and caused loss of stability. It seems that with the distal position it was more difficult for the trainee dentists to see the cutting target than with the other positions. These results suggest that when using the MT the position of the DM affects the accuracy of cutting the upper right central incisor test circles assuming caries.

 Abstract Training on basic clinical skills in pre-clinical practice is indispensable for the development of clinical practice. The mirror technique (MT) is an effective skill for treating difficult-to-see areas and is important for implementing minimal intervention (MI). However, it is necessary to establish a method of teaching the MT because it is not easy for students to learn. Our previous report indicated that the position of the dental mirror was one of the factors that influence the cutting skill with the MT. In this study, the effects of finger rest (FR) position and practitioner’s hand length on the accuracy of cutting test circles assuming caries with the MT was investigated.

 Twenty-four trainee dentists at Niigata University Medical and Dental Hospital in 2023 were divided into two groups by hand and finger length, a long group and a short group, and there were 12 subjects in each group. They were instructed to cut a standardized test circle on the palatal side of the upper right artificial central incisor based on MI using the MT. They performed trial cutting one time with FR put on each of the three different sites : right maxillary canine, first premolar and second premolar. The cutting range and depth were measured using digital images and STL data on the artificial teeth after cutting. The time for the procedures and the cavity checking numbers were also measured, and compared between the two groups.

 As a result, the cutting accuracy of the long hand group in the cervical areas was significantly lower than in the short hand group. The distance between operating area and FR position seemed to be closely related, and it is suggested that the hand length of the practitioner affects cutting accuracy.

 Abstract Visual Thinking Strategies (VTS) has been shown to be effective in improving observation skills, but there have been few reports of its use in dental education. We examined the effect of VTS on the observational skills of dental students and its assessment instruments. Fourteen groups, 90 clinical students, participated in the VTS sessions. The sessions were conducted twice per group following the standard format of the VTS with facilitation by the faculty. In the pre/post-test, students were asked to describe the findings of intraoral photographs and radiographs, and their observational skills were assessed based on the number of observations and the content of their descriptions. Each group was assigned to one of two groups, one using different images for the pre/post-test (group D) and the other using the same images (group S). The pre-test was identical for groups D and S. The number of observations increased significantly in post-test for both groups (intraoral photographs : from 5.4 to 6.4 items in group D ; from 5.2 to 7.6 items in group S) (radiographs : from 3.5 to 4.4 items in group D ; from 3.1 to 4.2 items in group S). Regarding the content of the descriptions, while the pre-test consisted only of visual information, the post-test included descriptions of the causes and background. Furthermore, considering that the pre/post-tests were applied to the students’ self-reflection, it seemed to be more effective to use the same images.

 Abstract In the new dental postgraduate clinical-training program in Japan, which started in 2022, dental residents must understand and be able to explain the community-based comprehensive-care system and the role of dentistry therein. Optional components of the program include experiencing visiting dental care, visiting community-medicine facilities on remote islands and in remote areas, performing perioperative oral management, and participating in team medicine in support of multiple professions for home-care or hospitalized patients. Prior to this program, Fukuoka Dental College Medical and Dental Hospital and Kyushu University Hospital introduced an inter-university collaborative-training curriculum as a part of their dental postgraduate clinical-training programs to take advantage of each other’s strengths and complement each other’s weaknesses. In that program, resident dentists from both universities were trained for a certain period in dental care and perioperative oral management at each hospital. A post-training questionnaire revealed a high level of interest in and understanding of the training, and many positive comments were received. Regarding career paths after training, most of the resident dentists at Fukuoka Dental College Medical and Dental Hospital worked at universities, whereas most of those at Kyushu University Hospital worked at dental clinics. As a result, this inter-university dental postgraduate clinical-training curriculum was considered useful to enhance interest in and understanding of community-based comprehensive-care systems and cooperation between the medical and dental professions.

 Abstract Currently, various system revisions are underway to realize seamless clinical education. A questionnaire survey was conducted to determine the clinical competencies acquired by trainee dentists in the clinical education program of Niigata University Hospital in comparison with the objectives of the Model Core Curriculum for Dental Education.

 103 trainee dentists answered the web-based questionnaire from 2021 to 2023 via Google Forms. The main procedures were selected with reference to the Model Core Curriculum for Dental Education, and responses regarding the degree of completion of treatment were obtained on a 5-point scale from “can do” to “cannot do at all” immediately before completion of clinical training. This survey was conducted on a voluntary basis, and responses were obtained from 90 trainee dentists. The results of the survey were as follows. The majority of the respondents answered “somewhat can do” or “almost cannot do” for most of the set items regarding their condition at the end of clinical training, and more than 25％ answered “cannot do at all” for the experiences of tooth extraction, root canal treatment, and comprehensive community care system. At the end of clinical training, the percentage of respondents who answered “almost cannot do” or less for the same 14 items decreased significantly.

 The results of the survey showed that most trainee dentists experienced the procedures described in the Model Core Curriculum for Dental Education during their clinical training, although the degree of experimentation varied, indicating that they improved their clinical skills through their clinical training. The results of the survey provide valuable suggestions for improving the training program at Niigata University Hospital in the future.