Current challenges for dental education in Japan and the United States

The education systems for dentists in Japan and in the United States face several current and future challenges. While there is an increasing demand for new dentists in the United States to this relatively financially rewarding health profession, there is a critical shortage of recent graduating dentists entering full-time academic and research positions at US dental schools. In Japan, while there are more extensive training programs to insure new future researchers and academicians, there is a perceived oversupply of dentists and an attempt to reduce the numbers of new dentists, which in turn discourages entry into dental education programs. Meeting these different challenges in both countries requires developing and reforming dental school curriculums that should be both scientifically and clinically up to date, that will stimulate critical scientific thinking and active life-long learning, and that will encourage students to pursue academic and research careers. In this review, both the common and different strategies developed by dental schools in Japan and the United States to encourage students to apply to dental schools and to pursue academic and research careers are presented, with emphasis on the reform efforts at the University of California, San Francisco (UCSF) and Tokyo Medical and Dental University (TMDU)

English education for healthcare professionals in Japan

In a global environment, education for healthcare professionals should include cultivating human resources who have the necessary skills to work in an international arena. This article will review the current status of English education for dental healthcare professionals in Japan. After conducting a literature search using the keywords: English education, Japan, and dental, only a few studies were found that investigated and proposed suggestions for dental professional English education. Even so, these were still in the early stages with outcomes yet to be fully evaluated. Even though English is thought indispensable for global professionals, and that increasing chances for communication skills is necessary, little attention has been addressed to English education for dental professionals or the implementation of such education in the Japanese undergraduate dental curricula. With the current reality of field expansion in dentistry, the need for not only improved English communication skills for Japanese dentists, but also the acquisition of essential expertise, psychomotor, teambuilding, critical thinking, and creative thinking skills in English as well as Japanese, is a definite probability. In order to reach this level of knowledge, further efforts and research would be necessary for the advancement and development of dental professional English education in Japan

Including clinic-based English education in dental curriculum, supplemented by e-learning

This study aimed to construct proposals for improving dental English education by assessing the need and importance of dental English proficiency in practical settings and how e-learning might supplement such education in Japan. With the understanding that the dental English education in the Japanese undergraduate dental curricula has been under addressed, computer-assisted simulation modules have been developed. Fourteen fourth-year dental undergraduates were given access to these clinical settings’ modules, designed to take learners through decision-making processes for emergency services with the added bonus of learning dental English. Pre- and post-quizzes, a post-questionnaire, and self-rating scale were used to assess the knowledge gained and the perceived need for dental English. Post-quiz scores were significantly higher than the pre-quiz scores (p=0.004), and the questionnaire results (response rate of 100%) provided favorable feedback for this learning method. Results indicated that for improved learning outcome, the interlacing of dental English learning opportunities alongside the regular Japanese dental courses might be the best-case scenario. Practical knowledge and skills, both in one’s native tongue and English, were important; and that increasing the amount of clinical/practical training in English may be necessary, while e-learning might be a suitable method for supplementing current dental English education deficiency

International human resource development in Japanese dental field

目的：歯学領域の国際的人材育成に関する情報収集を目的に本調査を実施した。 方法：日本歯科医学教育学会発行の『歯科医学教育白書』（計5冊）の国際交流に関するデータ，および2022年に日本歯科医学会連合が実施した調査をもとに，わが国の歯学領域における国際的人材育成のあり方について検討した。 結果：わが国の29歯科大学で学ぶ外国人留学生数は287名（2009年），325名（2012年），514名（2014年），766名（2017年），988名（2021年）と経時的に増加し，学士あるいは博士の課程を修めるアジア諸国出身者がいずれの年も90%以上を占めていた。一方，日本人教員等は概ね2年以内の期間，客員研究員，教員として海外留学しており，その留学先の90％以上が欧米諸国であった。 結論：この国際交流の相違点を踏まえ，各国の歯科保健医療状況の相互理解を進めていくことが，わが国の歯学領域における国際的人材の育成，延いては国際化推進に寄与すると考えられた

Fostering globally competent dental students through virtual team-working, problem-solving and person-centred multi-disciplinary care planning

Background/purpose: Development and acquisition of communication, logical thinking, team-building, critical appraisal, critical thinking and person-centred multi-disciplinary care planning must be considered as skill sets and global core competencies for a dental professional. Therefore, an international online study course to foster undergraduate dental students’ skill sets in these areas was established and this study aimed to report the perceptions of participants. Materials and methods: An international online course consisting of three levels pertaining to the school year was delivered to dental undergraduates of Japan and Thailand from September to December in 2021. An online questionnaire survey was conducted to obtain feedback from the participants and assess the implementation of the course. Results: In total, 64 responses were obtained from students who participated in all the assigned online sessions and completed the questionnaire (a response rate of 88%). More than 95% of students from each level felt that the programme increased their motivation to study clinical dentistry, and was beneficial for their future and made them appreciate the importance of participating in international exchange. The ratio of favourable respondents was more than 90% with a 95% confidence interval. Conclusion: Fostering globally competent dental students is important and the acquisition of necessary skill sets could be enhanced through international virtual team-working, problem-solving and person-centred multi-disciplinary care planning activities. These are beneficial for undergraduate dental student training so that they graduate with a broader global perspective and an appreciation of the importance of delivering person-centred culturally sensitive dental care