Abstract In general, dental hygienist students in Japan receive their training at universities, junior colleges and vocational schools through lectures, simulated training, mutual training and clinical training. However, few studies have examined the differences in training content across the three types of institution. A study was conducted using questionnaires to assess the 125 content of dental hygiene practice. It assumed that the level of actual experience increases in the following order : lectures, simulated training, mutual training and clinical training. The actual experience level of the content at each training institution was then quantified and comparatively analyzed by institution type. The study found that few aspects of the training content offered students a high level of first-hand experience. Only a few aspects of the training content exhibited statistically significant differences across institutions. Overall, approximately 80％ of the training content is taught predominantly through lectures across institutions. University students receive more hands-on experience in tasks requiring comprehensive abilities and advanced dental treatments. Junior college students gain greater experience in independent dental hygiene tasks. Vocational school students generally have lower overall hands-on experience compared to university and junior college students. However, they gain higher levels of practical experience in technical skills that allow them to perform routine dental treatments in place of dentists.

 Abstract This paper reports on the efforts made to improve thinking and “imaging skills” in the clinical training program for dental residents at Nagasaki University Hospital. We believe that imaging skills are important in clinical training for dental residents, including the ability to (1) plan ahead, (2) imagine the anatomical structure of invisible parts, and (3) visualize treatment procedures and techniques. In order to improve these skills, it is necessary to acquire basic knowledge and skills, as well as to undergo training from a variety of perspectives. In this paper, we introduce seven training contents : basic training, goal setting, drawing of periodontal tissue and teeth and tooth carving, creating pre-treatment reports, post-treatment feedback, training using videos from the perspective of the operator, and case study meetings. We have described the factors that we believe contribute to improving thinking and imaging skills for each of these. We believe that these approaches complement each other and contribute to fostering the ability of dental residents to visualize the details of treatment and act autonomously. As a training facility, it is important to encourage the dental residents to make efforts to acquire knowledge and skills on a daily basis, and to construct training that improves their ability to think and visualize.