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

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