Abstract Dental procedures are performed in the small oral cavity, therefore the mirror technique (MT) is considered to be an indispensable basic skill for dentists, especially in cases where it is impossible to check directly. However, because of the difficulty of acquiring MT skills, the authors have examined the positions of the dental mirror (DM) and finger rest (FR), with the aim of developing an effective teaching method for inexperienced dentists, and published the results in the first and second reports. Whereas the previous reports focused on trainee dentists (TDs), in the present investigation the same experiment as the first one was conducted with instructor dentists (IDs) who supervised TDs, and the level of proficiency in cutting accuracy was examined by comparing the IDs with the TDs.

 Using the same conditions as the first report, the excessive cutting range, largest cutting depth, mean cutting depth, number of cavity checking times and cutting time were used as evaluation factors concerning four cutting areas (incisal, cervical, mesial and distal) and mirror position, between IDs and TDs.

 As a result, regarding each of excessive cutting range, largest cutting depth and mean cutting depth, IDs showed superior cutting skills compared with TDs ; it is considered that IDs cut more carefully than TDs, checking the cavity frequently.

 It is suggested that proficiency of MT skills improves through clinical experience, and the position of the DM affects the cutting accuracy. Furthermore, improved MT skills would cover minor errors in FR position to some extent under these experimental conditions.

 Abstract The mirror technique (MT) is a useful skill for operating in difficult-to-see areas and is considered to be an essential basic dental skill. However, the acquisition of MT is not easy for inexperienced learners. Therefore, the authors aimed to develop an effective method for teaching MT for inexperienced dentists and described the drilling of dental caries using MT in their first and second reports. In contrast to the previous report focusing on trainee dentists (TDs), in the present study the same experiment was conducted as in the second report on instructor dentists (IDs). The proficiency in cutting accuracy was examined by comparing experienced IDs with inexperienced TDs.

 Using the same conditions as in the first and second reports, the excessive cutting range, largest cutting depth, mean cutting depth, number of checking times and cutting time were used as the evaluation parameters. The proficiency in cutting accuracy was examined by comparing IDs with TDs on the designated four cutting areas (incisal, cervical, mesial and distal) and finger rest (FR) position.

 As a result, regarding each of the excessive cutting range, largest cutting depth and mean cutting depth, IDs showed superior cutting skills compared with TDs. In addition, regarding FR for the upper right canine, IDs checked the drilling cavity more frequently than TDs. Thus, it was revealed that IDs cut more carefully than TDs under difficult drilling conditions.

 It is suggested that the proficiency of MT skills improves through clinical experience, and the position of FR affects the cutting accuracy. Furthermore, improved MT skills would cover minor errors of FR position to some extent under these experimental conditions.

 Abstract We have administered an extracurricular test in The Nippon Dental University School of Life Dentistry at Niigata. The aim of this test is for students to expand their knowledge related to the questions in the tests by looking up answers and their basis, and finally to develop good learning habits. Since no research had ever examined the effectiveness of this extracurricular test, we investigated its effectiveness. Five kinds of multiple-choice tests (Tests 1 to 5) were given to fourth-grade students. Each test was conducted three times ; the post-test was carried out within 6-10 days after the pre-test, and then the review test was done after all pre- and post-tests of Tests 1 to 5. We compared these three tests, namely, pre-test, post-test, and review test. Moreover, we investigated the correlation between the pre-test scores and the IRT standard scores of computer-based testing (CBT). The scores of the post-test and review test were significantly higher than those of the pre-test. There were a weak positive correlation and a moderate positive correlation between the IRT standard score of CBT and the scores of the first (Test 1) pre-test and between the IRT standard score and the scores of the final (Test 5) pre-test, respectively. In addition, there was a weak positive correlation between the IRT standard score and the score obtained by subtracting the Test 1 pre-test from the Test 5 pre-test. The knowledge acquired by the extracurricular test might be related to the result of CBT, which suggests the effectiveness of this test.

 Abstract Lesbian, gay, transgender, and queer (LGBTQ) individuals experience health disparities due to hesitation in seeking medical care and a lack of understanding of healthcare professionals. However, there have been no reports of LGBTQ content in Japanese dental education. To promote understanding of LGBTQ issues from a medical and dental perspective, we introduced LGBTQ content for second-year dental students. This study examined students’ self-reported attitudes toward the LGBTQ community using the Lesbian, Gay, Bisexual and Transgender Development of Clinical Skills Scale (LGBT-DOCSS) Attitudinal Awareness Subscale, both before and after the lecture-based LGBTQ education and identified categories from reflective writings. The median (interquartile range) on the LGBT-DOCSS Attitudinal Awareness Subscale following intervention revealed a significant increase from 6.14 (5.00-6.57) to 6.57 (5.57-7.00) (p＜0.01). Five categories were identified from reflective writings, including “learning as general knowledge,” “the need to understand LGBTQ from a medical perspective,” “health disparities among LGBTQ individuals,” “breaking away from the preconception that LGBTQ individuals are unrelated to dentistry” and “uneasiness about treating them as special.” Although only one lecture was given, students were able to recognize the need to know about LGBTQ in dentistry. It is necessary to introduce LGBTQ content in Japanese dental education to address the unique needs and health disparities of the LGBTQ population.

 Abstract We report on the efforts for reflection and feedback in the clinical training program for dentists at Nagasaki University Hospital. In this program, it is important for trainee dentists to reflect on their own practice in order to grow. This paper introduces seven training activities : weekly reports, rubrics, reflective training, practice evaluation forms, case review sessions, practical examinations, and case presentations, and describes how each of these activities encourages trainee dentists to reflect on their own practice and receive feedback. These efforts contribute to changing trainee dentists’ attitudes toward training through reflection and receiving feedback throughout the year, clarifying the degree of growth and areas for improvement, and leading to behavioral change.

 We believe that it is important for training facilities to establish training programs that encourage trainee dentists to make a habit of reflecting on their training on a daily basis, improving their reflective thinking skills, and changing their behavior based on feedback. To this end, it is necessary to build a relationship of trust between supervisors and trainee dentists, create an environment in which trainee dentists are receptive to feedback, and provide instruction that takes into account appropriate coaching and positive feedback.