Effectiveness of computer-assisted learning in sports dentistry: studies over a multiple-year period and at two universities.

INTRODUCTION: Insufficient educational resources on sports dentistry result in varying lecture implementations across dental schools, which cause knowledge gaps amongst students. Thus, a new interactive sports dentistry-related computer-assisted learning (CAL) module was created to facilitate dental school undergraduate students' education. This study compared the CAL module's learning effectiveness with conventional video lectures (VL) and assessed its effectiveness when used over several years at a university, and examined its validation in different university contexts, and students' perceptions. MATERIALS AND METHODS: Participants were 305 fifth-year students. Students from a university in Tokyo participated for 3 years and those from a university in Saitama for 1 year. In each year, the students were divided into two groups-CAL and VL. They studied their assigned modules in 20-min lessons. A written test was administered to determine their knowledge acquisition levels, along with a questionnaire. RESULTS: Two hundred sixty-two consenting participants were included in the statistical analysis. The CAL groups' test scores at both schools were significantly higher than the VL groups' every year (p < .001). Furthermore, test results from all years revealed no gender differences or repetition of the school years at either school. Most students at both universities evaluated the CAL module as excellent. CONCLUSION: The interactive CAL module generated consistently strong results over multiple years, during which it was used by a diverse group of students at two universities. The students highly rated the module's learning process as well as its contents.

Development and evaluation of e-learning materials for dental hygiene students in six schools: Using smartphones to learn dental treatment procedures.

OBJECTIVE: The purpose of this study was to develop and evaluate the effectiveness of using e-learning on smartphones to provide dental hygiene education on dental treatment procedures. METHODS: This was a randomized controlled trial. Two-hundred ninety-three dental hygiene students in four universities, one junior college and one technical school took a preliminary examination, and based on the results, participants in each school were randomly divided into two groups, a test or control group. Both groups took pre- and post-examinations at a 4-week interval. The test groups learned dental treatment procedures and four-handed techniques with interactive learning materials using smartphones. The learning materials allowed them to watch videos of dental treatments. The control groups were not provided any learning material. RESULTS: Results of all schools combined showed that the changes from pre- to post-examination scores in the test groups were significantly higher than those of the control groups (p < .05). Post-examination scores were significantly higher than pre-examination scores in the test groups in all schools (p  < .05). Also, post-examination scores of the test groups were significantly higher than those of the control groups (p < .05). The changes from pre- to post-examination scores in the test groups of two schools were significantly higher than those of control groups (p < .05). Post-examination scores of the control groups in two schools were significantly higher than pre-examination scores (p < .05). CONCLUSIONS: Learning dental treatment procedures through e-learning on a smartphone was effective in developing participants' understanding of dental treatment procedures and four-handed techniques.

Differences between Computer-Based and Paper-Based Assessments of the Clinical Reasoning Competency of Dental Students.

Clinical reasoning competency is essential for an appropriate clinical dental treatment. Among the tools for the assessment of clinical reasoning competency, computer-based testing (CBT) is considered more useful than paper-based testing (PBT), because teachers can control the timing of information given to the examinees. Such timings could possibly affect the thinking process of examinees. However, few studies reported differences of reasoning between the two testing modes. In the present study, we developed an assessment of clinical reasoning and applied it using CBT and PBT to compare the examinees' performance. The participants comprised 60 students in the fifth-year class in 2012 of the School of Dentistry, Faculty of Dentistry, Tokyo Medical and Dental University. The tests comprised 25 problems, each with four questions, totaling 100 questions. The contents of the questions were the same in CBT and PBT. The students were assigned to CBT (Group C, n = 30) and PBT (Group P, n = 30) groups, with an almost equal gender ratio in the groups. The difference between scores was analyzed with a univariate analysis of variance. No significant intergroup differences were found regarding the test duration, total score, and average score of each question. The number of problems with perfect marks was higher in Group P than in Group C (P < 0.05), probably because Group P students could access the information of the previous question (s) within a problem. Thus, the differences of the examinees' performance between the two testing modes were small.

Critical thinking disposition among Thai dental students.

OBJECTIVES: Critical thinking is recognized as an essential aspect in the training of healthcare professionals, yet it has not been explicitly applied to dental education in Thailand. Therefore, this research study aimed to survey the status of critical thinking disposition among Thai dental students and examine the correlation between critical thinking disposition and academic performance. METHODS: In 2020, 322 students from a Thai dental school were invited to participate in the study and answer an online questionnaire supplying demographic data and Grade Point Average (GPA), and respond to the California Critical Thinking Disposition Inventory (CCTDI). A one-way analysis of variance and Spearman's correlation were used to analyze the data. RESULTS: Overall, 279 of the 322 participants (86.6%) completed the demographic information and CCTDI. Three subscales were found to be in the ambivalent range: truth-seeking (36.8 ± 6.2), systematicity (39.0 ± 5.5), and maturity of judgment (37.1 ± 5.9). Most of the CCTDI subscale scores did not significantly correlate with GPAs, except for systematicity (r = 0.119, p = 0.047) and confidence in reasoning (r = 0.146, p = 0.015). CONCLUSION: This study examined the strengths and weaknesses of the students' critical thinking dispositions. Their GPAs correlated with two critical thinking disposition subscales; however, the results did not guarantee a correlation with academic outcomes. Pedagogical strategies to develop dental students' critical thinking dispositions need to be further assessed.

Evaluating e-learning on an international scale: An audit of computer simulation learning materials in the field of dentistry.

BACKGROUND/PURPOSE: Global networking and e-learning courses are an effective strategy for sharing educational content and there is potential scope to use e-learning technology in dental education. Therefore, this study aimed to explicate the challenges encountered in international e-learning use and decipher optimum solutions for disseminating course/systems on an international scale. MATERIALS AND METHODS: An e-learning course with four computer-assisted simulation materials developed among international faculties was provided to dental undergraduates at dental schools in Japan and Vietnam in 2020. A post-questionnaire survey plus pre- and post-tests were conducted to obtain learners' feedback and assess the success of the course's implementation. RESULTS: Altogether, 41 students participated, with a response rate of 78.8%. The mean post-test score was significantly higher than that of the pre-test (p < 0.001). Students from both groups felt that e-learning was beneficial, useful for their future, and should be continued. CONCLUSION: This study showed that e-learning/course provision could be achieved at an international level by using a common online system, which is beneficial for students to gain a wider perspective and global dental education. Learners indicated that they learned without any major problems in learning operations. This type of educational material creation and course implementation is extremely important in global networking and dental education in the present era; and communication and cooperation between the faculties was important for course provision. More countries should be included in future studies to ensure that it has global application.

Differential effects of individual and school factors on the academic trajectories of Japanese dental students.

OBJECTIVE: Dental students follow different academic performance trajectories in response to increasing study load, based on individual and school factors. Group-based trajectory modeling is useful for clarifying the underlying trajectory patterns of students' academic performance and its determinants. To our knowledge, no studies have used group-based trajectory modeling to examine the effects of individual and school factors on academic performance trajectories in dental students. The objective of this study was to examine the effects of individual and school factors on academic performance trajectories in Japanese dental students using group-based trajectory modeling. METHODS: The analytical sample consists of 103 dental students admitted to Tokyo Medical and Dental University, Tokyo, Japan, in 2013 and 2014. Students' academic performance was assessed by biannual grade point average (GPA) score and GPA in the preclinical phase (second to fourth grade) was used for this study. We used group-based trajectory modeling to categorize students' GPA trajectories into different groups. A multinomial logistic regression model was fit to examine associations between students' individual and school factors, and odds of being assigned to certain GPA groups. RESULTS: GPA trajectories of dental students were classified into 4 different groups. Students' past academic performance in high school was associated with lower GPA trajectories and withdrawal or repeating years. Males were significantly associated with lower GPA trajectories and withdrawal or repeating years, even after adjusting for past academic performance. CONCLUSIONS: Past lower academic performance and being male were positively associated with lower academic performance trajectories in Japanese dental students.

Associations between demographic factors and the academic trajectories of medical students in Japan.

BACKGROUND: Group-based trajectory modeling is a useful tool for categorizing students' academic trajectories and their determinants. Using insights gained from the analyses, we can identify students at risk for poor academic performance and monitor them to provide support. To date, studies investigating the associations between demographic factors and academic performance trajectories among medical students are scarce. The study objective was to examine the associations between demographic factors and academic performance trajectories in medical students using group-based trajectory modeling. METHODS: Participants included all medical students admitted to Tokyo Medical and Dental University in Japan in 2013 and 2014 (n = 202). Academic performance was evaluated by biannual grade point average (GPA) scores in preclinical years. We used group-based trajectory modeling to categorize students into GPA trajectories. Multinomial logistic regression was used to examine the association between the odds of being in a certain GPA trajectory group and demographic factors such as high school type, high school geographical area, admission test type, high school graduation year, whether the student was a biology major, and sex. RESULTS: Students' GPA trajectories were classified into four trajectory groups as well as another group that consisted of students who withdrew or repeated years. We found that students whose high school geographical area was outside the National Capital Region were 7.2 times more likely to withdraw or repeat years in comparison with students whose school was inside the National Capital Region (OR: 7.21, 95% CI: 1.87, 27.76). In addition, admission test type, high school graduation year, and sex were associated with GPA trajectories. CONCLUSIONS: High school geographical area, admission test type, high school graduation year, and sex were associated with GPA trajectories. These findings provide important insights into identifying students at risk for poor academic performance and strategies for monitoring them to provide adequate and timely support.

Dental Hygiene Learning Outcomes Obtained Through Computer-Assisted Simulation Modules.

Purpose: Education reflecting current knowledge is required for competent health care providers but the number of educators and/or lecture/clinical contact hours are often limited. The purpose of this study was to evaluate the learning outcomes and practicality of interactive simulation modules developed for a computerized learning system in dental hygiene education.Methods: Twenty-nine Japanese fourth-year dental hygiene undergraduates were given access to five interactive modules, delivered via a learning management system (LMS), for one month. The modules provided virtual clinical settings to take learners through decision-making processes for explaining procedures and treatments, and making appointments in English. Pre- and post-tests and a questionnaire were used to evaluate the knowledge gained and to receive learner's feedback. Participants were classified into two groups (study group and non-study group), based on their use/non-use of modules made available during the five-week period for statistical analysis.Results: Post-test scores were significantly higher in the study group (n = 22) than in the non-study group (n = 6), (p = 0.024). Post-test scores were also significantly higher than the pre-test scores in the study group (p = 0.001). No significant differences in the post- versus pre-test scores were found in the non-study group. The questionnaire response rate of 100% (n = 29) indicated that participants considered the interactive modules, including the system operation, as convenient and beneficial.Conclusion: Modules made available via a LMS for self-study were beneficial for Japanese undergraduate dental hygiene students in the acquisition of knowledge and skills for clinical decision-making in English.

Long-term histologic analysis of bone tissue alteration and healing following Er:YAG laser irradiation compared to electrosurgery.

BACKGROUND: The erbium-doped:yttrium, aluminum, and garnet (Er:YAG) laser is reportedly useful for periodontal therapy. However, the potential thermal damage that Er:YAG laser irradiation can produce on bone tissue has not been fully clarified. The purpose of this study was to histologically examine the effects of the Er:YAG laser on bone tissue and subsequent wound healing compared to electrosurgery in a long-term study. METHODS: Calvarial bone from 30 rats was exposed to contact and non-contact Er:YAG laser irradiation (115 mJ/pulse, 10 Hz) without water coolant, or electrode contact. The treated surfaces were analyzed by scanning electron microscopy (SEM), and the healing process was histologically observed until 12 months post-surgery. RESULTS: Contact irradiation resulted in substantial bone ablation, whereas non-contact irradiation produced slight tissue removal. Histologic and SEM analyses of the lased surface showed no severe thermal damage, except for the production of a superficially affected layer with a microstructured surface. The layer did not inhibit new bone formation, and the ablated defect was repaired uneventfully. Although the thickness of the layer gradually decreased, it generally remained in the cortical bone through the observation period. Electrosurgery produced a large area of thermal necrosis without ablation, and the damaged area was not replaced with new bone. CONCLUSIONS: Unlike electrosurgery, Er:YAG laser irradiation without water coolant easily ablated bone tissue, and thermal alteration in the treated surface was minimal. The superficially affected layer did not interfere with the ensuing bone healing, resulting in favorable repair of the defect.

[Use of a computer-assisted simulation system in undergraduate education of laboratory technologists].

In the undergraduate education of laboratory technologists, practical training courses in a hospital are extremely important to gain knowledge, skills and attitudes. In present laboratories, however, senior technologists have less time for teaching their juniors because of increased demands of hospital tasks. To supplement practical training of students, we therefore decided to employ clinical simulation teaching materials using a computer assisted education system. First, a series of e learning coursewares on laboratory tests for blood transfusion were created using pictures taken during our daily work. The pictures were arranged with questions, answers and commentaries, uploaded to the server in our university, and offered to the students. They were received with high rates of student satisfaction. Since e-learning seemed to be an effective and enjoyable strategy to achieve good learning outcomes, it is desirable to establish an organization to collect peer reviewed high quality e learning materials that can be shared with nationwide educators teaching tomorrow's laboratory technologists.

[Relationships between application for the School of Oral Health Care Sciences and awareness as a dental hygienist].

The aim of this study was to investigate students' awareness of applying for the School of Oral Health Care Sciences, Tokyo Medical and Dental University and being dental hygienists in the future. Forty-seven students (24 first-year students and 23 second-year students) in the school answered the questionnaire including questions about becoming dental hygienists and certified social workers. We requested them to answer by recalling their thoughts at the time of application. The chi-square test and Fisher's exact test were used for statistical analysis. A significantly larger number of the first-year students thought that a dental hygienist was an attractive occupation compared with the second-year students. The time when first-year students decided to apply for the school was classified into three categories: by August, from September to December of the year preceding admission, and January or February of the admission year. The ratios of the students who decided to apply for the school were 42%, 21%, 38% respectively. The results of analyzing first-year students' questionnaire responses were as follows. A significantly larger number of students who wished or decided to apply for the school by August of the year preceding admission also applied for other dental hygiene programs. The number of students who thought that a dental hygienist was an attractive occupation was significantly greater among the students who wished or decided to apply for the school by August of the year preceding admission than among those who didn't. We consider that these students were highly motivated to become dental hygienists. It is important for the school to recruit students with high motivation.

Effects of an interactive simulation material for clinical dentistry on knowledge acquisition.

The aim of this study was to examine the effectiveness of interactive simulation materials with decision making in knowledge acquisition and anxiety reduction. Dental students in their fourth year at Tokyo Medical and Dental University were randomly divided into Groups I and D. Participants read a scenario, learned with interactive-type (Group I) or display-type (Group D) learning materials about pulpectomy, and took the State-Trait Anxiety Inventory-JYZ, a quiz for measuring learning effects, and a questionnaire for evaluation of the material. Except for requesting decision making in the interactive-type material, the contents of both materials were the same. The results were compared using the unpaired Student's t-test, Fisher's exact test, and the two-way repeated measures ANOVA with the Bonferroni post hoc test. The mean quiz score was significantly higher in Group I than in Group D (I: 75.4±1.4, D: 60.6±2.7, p<0.001). There was no significant correlation between the groups and the responses except for one question about operability (p<0.05). A significant main effect on state anxiety was found between examination points (p<0.001), and state anxiety significantly increased after reading the scenario (p<0.001) and reduced after learning (p<0.001). Interactive simulation materials with decision making might be effective in knowledge acquisition.

Effects of an interactive simulation material for clinical dentistry on knowledge acquisition and memory retention in dental residents.

With the development of technology, the knowledge and skills needed to become a dentist are increasing. Computer-assisted simulation learning materials have been utilized for dental education because of their high efficiency and efficacy. However, it is not well understood which material design is strongly associated with an education effect. We therefore investigated the effects of interactivity with learning materials on learners' knowledge acquisition, memory retention, and anxiety reduction. Learning effects and degree of anxiety were compared between dental residents who learned using an interactive-type material, which required decision making and provided feedback (Group I, n=26), and those who learned using a display-type material, which merely displayed the appropriate action on a computer screen (Group D, n=23). Quiz scores immediately after learning and 3 weeks later were significantly higher in Group I than those in Group D (p<0.001 and 0.016, espectively). Regarding anxiety, state anxiety after learning with interactive material was significantly decreased in Group I (p<0.05), whereas no significant change was observed in Group D. Our results suggest that interactivity with computerassisted simulation materials is more effective for knowledge acquisition, memory retention, and anxiety reduction.

Injectable calcium phosphate bone cement provides favorable space and a scaffold for periodontal regeneration in dogs.

BACKGROUND: An earlier study showed that an injectable calcium phosphate cement (CPC) served as a stable scaffold for bone formation and promoted histocompatible healing of periodontal tissue in dogs. In this study, we evaluated the influence of CPC on regeneration of periodontal defects with experimental periodontitis in dogs. METHODS: Experimental periodontitis was induced by placing stainless-steel mesh on the mesial side of maxillary canines in six adult, healthy beagle dogs. Subsequently, intrabony defects were resized so as to be standard, and CPC was injected in the experimental bone defects. Non-grafted defects on the contralateral side served as controls. Twelve weeks after surgery, the animals were sacrificed and histologic specimens were prepared. Periodontal tissue healing was evaluated histologically and histometrically. RESULTS: Healing of periodontal tissues, in terms of bone and cementum formation, was consistently observed in the CPC-applied sites. CPC was partly replaced by new bone. New cementum and periodontal ligament-like tissue were observed between CPC and the root surface. New bone (P <0.05), new cementum (P <0.01), and new connective tissue attachment and adhesion (P <0.05) were significantly enhanced in the experimental sites. CONCLUSION: Calcium phosphate cement provides stable wound healing and enhanced periodontal regeneration in periodontal defects in dogs with experimental periodontitis.

[Pre-clinical and clinical studies on bone morphogenetic proteins for regenerative therapies in dentistry field].

Many researches were done on the application of bone morphogenetic proteins (BMPs) for periodontal regeneration, and bone regeneration followed by the insertion of dental implants. There are many reports which suggested that BMPs enhanced alveolar bone and cementum formations in the pre-clinical studies on periodontal regeneration. However, it is suggested that ankylosis might disturb the ideal periodontal regeneration. There are also many reports which suggested that BMPs were effective for alveolar ridge augmentation for the insertion of dental implant in pre-clinical and clinical studies. There are great hopes that the application of BMPs for the regenerative therapies on diseases involving bone loss.

Effectiveness of a Specially Designed Dental Model for Training, Evaluation, and Standardization of Pocket Probing.

The aim of this study was to evaluate the effectiveness of a dental model in training, evaluation, and standardization of examiners in pocket probing and to determine the appropriate thresholds of accuracy and measuring time when using this model for evaluation of probing skills without measuring patients' pockets repeatedly. In 2011-12, a total of 66 dental professionals and 20 dental students in Japan measured the probing depths of 24 artificial teeth using the six-point method on a dental model. All examiners measured the probing depths of six tooth groups and then checked the correct depths in each group. Each examiner measured four groups in a group-by-group manner. For each group, the measuring time and examiner's accuracy were recorded. Receiver operating characteristic (ROC) curves for various thresholds of measuring time were drawn for thresholds of accuracies to determine the passing mark as a skilled examiner. The accuracy significantly increased from the first to the fourth measurements, and the measuring time was significantly reduced for both the professionals and students. The total measuring time was significantly longer for the students than the professionals. The students' accuracy was significantly lower than that of the professionals in the first measurement group. The increasing rate of accuracy was significantly higher for the students than the professionals. These results and ROC curves suggested that the dental model is effective for periodontal pocket probing training and for the evaluation and standardization of examiners' probing skill at a preclinical level. An examiner having accuracy ≥80% within four minutes for six tooth measurements in this model could be considered a skilled examiner.

Ridge Preservation After Tooth Extraction With Buccal Bone Plate Deficiency Using Tunnel Structured ß-Tricalcium Phosphate Blocks: A 2-Month Histologic Pilot Study in Beagle Dogs.

BACKGROUND: Reduction in alveolar ridge volume is a direct consequence of tooth extraction. Tunnel ß-tricalcium phosphate (ß-TCP) blocks were manufactured from randomly organized tunnel-shaped ß-TCP ceramic. Efficacy of these blocks compared to extraction alone for alveolar ridge preservation after tooth extraction with buccal bone deficiency was evaluated. METHODS: Maxillary first premolars of six beagle dogs were extracted after removing the buccal bone, and bone defects of 4 × 4 × 5 mm (mesio-distal width × bucco-palatal width × depth) were created. Fresh extraction sockets with buccal bone defects were filled with tunnel ß-TCP blocks at test sites. Two months after the operation, histologic and histometric evaluations were performed. RESULTS: Regarding histologic sections, coronal and middle horizontal widths of the alveolar ridge were significantly greater at test sites (3.2 ± 0.5 and 3.6 ± 0.4 mm, respectively) than at control sites (1.2 ± 0.3 and 2.0 ± 0.6 mm, respectively). The amount of woven bone was significantly greater at test sites (62.4% ± 7.9%) than at control sites (26.8% ± 5.3%), although that of connective tissue and bone marrow was significantly greater at control sites (38.1% ± 6.2% and 16.0% ± 6.9%, respectively) than at test sites (10.7% ± 5.7% and 4.1% ± 2.2%, respectively). Regarding basic multicellular units, no statistically significant difference was found between the test and control sites (0.5% ± 0.1% and 0.6% ± 0.1%, respectively). CONCLUSION: Tunnel ß-TCP blocks represent an effective bone-graft material for alveolar ridge preservation in fresh extraction sockets with buccal bone defects.

Evaluation of simulation learning materials use to fill the gap in Japanese dental English education.

Even though English is most frequently the common language when the patient's native language differs from that of a dentist, the opportunities for Japanese undergraduate dental students to learn dental English are now quite limited. The purposes of our study were to investigate: the effectiveness and feasibility of the computer-assisted simulation materials as one solution strategy for dental English education in Japan, and the needs and demands for dental English from the learners' side. Interactive simulation materials for medical interviews in English and clinical cases which were translated to English, were delivered via Learning Management System (LMS) to nineteen trainee residents of dentistry (residents). Evaluation for the materials, learners' knowledge and interests in the contents, and ease of operation were obtained by post-questionnaire (response rates were 100% and 95%, respectively). Both questionnaire-surveys received positive feedback toward the materials, yet 47% answered that they lacked the level of knowledge about contents of the medical interview in English. Results were sufficient to suggest that the residents would like to have the opportunity to study or practice medical interview in English, or English related to dentistry, and that the simulation materials could be one of the solution strategies for opportunity provision.

Allogeneic Transplantation of Periodontal Ligament-Derived Multipotent Mesenchymal Stromal Cell Sheets in Canine Critical-Size Supra-Alveolar Periodontal Defect Model.

Periodontitis is a chronic inflammatory disease that induces the destruction of tooth-supporting tissues, followed by tooth loss. Although several approaches have been applied to periodontal regeneration, complete periodontal regeneration has not been accomplished. Tissue engineering using a combination of cells and scaffolds is considered to be a viable alternative strategy. We have shown that autologous transplantation of periodontal ligament-derived multipotent mesenchymal stromal cell (PDL-MSC) sheets regenerates periodontal tissue in canine models. However, the indications for autologous cell transplantation in clinical situations are limited. Therefore, this study evaluated the safety and efficacy of allogeneic transplantation of PDL-MSC sheets using a canine horizontal periodontal defect model. Canine PDL-MSCs were labeled with enhanced green fluorescent protein (EGFP) and were cultured on temperature-responsive dishes. Three-layered cell sheets were transplanted around denuded root surfaces either autologously or allogeneically. A mixture of ß-tricalcium phosphate and collagen gel was placed on the bone defects. Eight weeks after transplantation, dogs were euthanized and subjected to microcomputed tomography and histological analyses. RNA and DNA were extracted from the paraffin sections to verify the presence of EGFP at the transplantation site. Inflammatory markers from peripheral blood sera were quantified using an enzyme-linked immunosorbent assay. Periodontal regeneration was observed in both the autologous and the allogeneic transplantation groups. The allogeneic transplantation group showed particularly significant regeneration of newly formed cementum, which is critical for the periodontal regeneration. Serum levels of inflammatory markers from peripheral blood sera showed little difference between the autologous and allogeneic groups. EGFP amplicons were detectable in the paraffin sections of the allogeneic group. These results suggest that allogeneic PDL-MSC sheets promoted periodontal tissue regeneration without side effects. Therefore, allogeneic transplantation of PDL-MSC sheets has a potential to become an alternative strategy for periodontal regeneration.

An Inter- and Intraprofessional Education Program in Which Dental Hygiene Students Instruct Medical and Dental Students.

The aim of this study was to develop, implement, and evaluate an inter- and intraprofessional education program with a peer support joint practice in which dental hygiene students teach medical and dental students about oral health care for older people requiring long-term care. In 2015 at Tokyo Medical and Dental University, 22 dental hygiene students in their third year at the School of Oral Health Care Sciences (OH3), 110 students in their third year at the School of Medicine (M3), and 52 students in their third year at the School of Dentistry (D3) participated in this program. The OH3 students practiced with a whole-body-type simulator to learn oral health care for older people and then taught the methods to the M3 and D3 students according to their self-designed teaching plan. All M3 and D3 students experienced being both practitioner and patient. The number of respondents and response rates on the questionnaires after the training were 22 (100%), 102 (92.7%), and 52 (100%) for the OH3, M3, and D3 students, respectively. Self-assessment by the OH3 students indicated that they could supervise other students sufficiently (77-86%), and 91% of them found the preclinical practice with the simulator efficient for the peer support joint practice. Almost all the M3 and D3 students reported that they gained understanding of the methods (99%), significance (100%), and important points of oral health care for older people (97%) in addition to the jobs and roles of dental hygienists (93%) because of this program. The M3 students understood the methods and significance of oral health care more deeply than did the D3 students (p<0.05). This study found that an interprofessional program with a peer support joint practice to cultivate practical clinical ability aided in increasing understanding and cooperation between medicine and dentistry.