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<\/figure>\n<\/figure>\n\n\n\nA Different Structure in Dental Clinical Education<\/strong><\/p>\n\n\n\n In Osaka, they encountered a dental education system different from Indonesia\u2019s. The six-year program is fully integrated, without a strict separation between undergraduate and professional phases. Students progress continuously from grade 1 to grade 6.<\/p>\n\n\n\n Interestingly, during their clinical training period, students spend more time practicing on phantoms (simulation models) before treating real patients. Intensive direct patient exposure occurs during the residency phase after completing six years of study.<\/p>\n\n\n\n \u201cThe advantage is that students don\u2019t have to find their own patients like we do here. However, emotional adaptation when first facing real patients might be different,\u201d she explained.<\/p>\n\n\n\n One striking difference was the presence of an attending physician (DPJP) who remains fully on standby throughout clinic operating hours. There is no filtering system through residents. Every case is directly supervised by the attending physician.<\/p>\n\n\n\n \u201cThe attending physician is always there, from morning until closing. It gives both students and patients a sense of security,\u201d Diva emphasized.<\/p>\n\n\n\n Technology as the Backbone<\/strong><\/p>\n\n\n\n In terms of facilities, Osaka University Dental Hospital was considered one step ahead. In the Conservative Dentistry Department, nearly every portable dental unit is equipped with a Leica surgical microscope\u2014high-precision equipment that comes at a significant cost.<\/p>\n\n\n\n In Indonesia, clinical microscopes remain limited and are usually available only in resident clinics. In Osaka, such technology is a routine part of patient care.<\/p>\n\n\n\n In addition, the presence of an AI Research Unit laboratory, modern surgical rooms for cleft lip and palate cases, and specialized dental inpatient facilities demonstrates how research and clinical services operate side by side.<\/p>\n\n\n\n \u201cIf research has been tested and certified, it is immediately implemented in the clinic,\u201d Diva explained.<\/p>\n\n\n\n Early Education: A Long-Term Investment<\/strong><\/p>\n\n\n\n However, what left the deepest impression was not the advanced equipment, but the collective public awareness in Osaka regarding oral health.<\/p>\n\n\n\n During a child\u2019s first visit, parents receive detailed education on age-appropriate toothbrushing techniques, toothbrush types, toothpaste selection, diet, and snacking habits. Everything is recorded in a special monitoring book that accompanies the child\u2019s treatment journey.<\/p>\n\n\n\n Each child even receives a dental hygiene kit from the hospital.<\/p>\n\n\n\n The initial pediatric patient form includes detailed questions about daily habits. Parents respond seriously\u2014it is not merely a formality.<\/p>\n\n\n\n \u201cThe results are very visible. Children are not afraid of the dentist. They are cooperative,\u201d she said.<\/p>\n\n\n\n The ISW program included orientation on the education system, departmental clinic tours, mini lectures, and campus presentations before students and faculty of Osaka University and participants from Wonkwang University, South Korea.<\/p>\n\n\n\n Reflection: What Can Be Learned?<\/strong><\/p>\n\n\n\n For the three students, the main lesson was not merely a comparison of facilities.<\/p>\n\n\n\n \u201cSmall things like patient communication, parental education, or the consistent presence of the attending physician may seem simple, but their impact is very significant,\u201d she said.<\/p>\n\n\n\n Amid limited resources, strengthening education and communication may be the most feasible aspects to adopt. Cultivating awareness that oral health is not merely a clinical matter, but part of a lifestyle culture.<\/p>\n\n\n\n In Osaka, the calm atmosphere of the pediatric clinic did not happen by chance. It is the result of a system built gradually over time\u2014from parental education, consistent medical staff presence, to disciplined community habits.<\/p>\n\n\n\n For the three UGM dental clinical students, the five-day winter journey in Japan opened new horizons: progress is not only about technology, but about mindset and awareness in valuing the process.<\/p>\n\n\n\n (Editor: Andri Wicaksono, Photo: Putu Rani Wulandiva Archive)<\/p>\n\n\n\n <\/p>","protected":false},"excerpt":{"rendered":" Di sebuah ruang klinik anak di Osaka University Dental Hospital, Jepang, seorang bocah kecil duduk tenang di kursi perawatan. Tak ada tangis. Tak ada jeritan. Seusai tindakan, sang ibu tersenyum, lalu bertepuk tangan kecil seraya berkata, \u2018Yokatta ne\u2019 (artinya: syukurlah) Anak itu membalas dengan wajah bangga. Taskara Shafa Lantika (Koas 83), Luthfika Fadhilatul Auliya (Koas […]<\/p>\n","protected":false},"author":295,"featured_media":17509,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[136],"tags":[298,307,291],"class_list":["post-17507","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-berita-terbaru","tag-sdg-10-mengurangi-ketidaksetaraan","tag-sdg-17-kemitraan-untuk-mencapai-tujuan","tag-sdg-4-pendidikan-berkualitas"],"gutentor_comment":0,"yoast_head":"\n![\"\"](\"https:\/\/fkg.ugm.ac.id\/wp-content\/uploads\/sites\/30\/2026\/02\/image-29.jpeg\")
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