1.     Activity Focus and Purpose:

To enhance students' English proficiency and clinical professional skills, clinical skills scenarios will be incorporated into the courses "Advanced Clinical Oral Hygiene Laboratory" and "Dental Clinical Communication." Additionally, foreign faculty members will be invited, along with two standardized patients—female individuals aged 55 to 65—to simulate clinical scenarios. This design allows students to familiarize themselves with real-world clinical procedures through simulation while improving their professional expression and communication skills in a fully English-speaking environment.

2.     Activity features and implementation :

This activity integrated English-language clinical skill simulations into the courses "Advanced Clinical Dental Hygiene Laboratory" and "Dental Clinical Communication." By incorporating practical dental clinical scenarios, students engaged in role-playing and skill practice within simulated international clinical environments. The goal was to enhance students’ professional communication abilities and clinical confidence in an English-speaking context, preparing them for future clinical practice. The activity invited foreign lecturers and two standardized patients to increase realism, improve students’ use of professional English terminology, and strengthen practical application, thereby deepening learning outcomes. The overall activity received highly positive feedback from participants.

3.     Quality indicators of activities :

The overall satisfaction rating for this activity was 9.09 out of 10.

Summary of Feedback and Suggestions

1. The overall experience was excellent and highly beneficial for real clinical practice.
2. The inclusion of standardized patients created a realistic clinical atmosphere.
3. Interacting with foreign patients helped train my ability to deliver oral health education in English. It was my first time having such an English conversation in a clinical setting.
4. Both the instructors and standardized patients provided timely feedback, helping me recognize my weaknesses and areas for improvement.
5. The standardized patient provided immediate feedback after each session, pointing out areas I needed to improve on, which I found very effective.
6. The standardized patients gave feedback that helped me understand what it’s like in a real clinical consultation.
7. I learned how to quickly identify key points during oral health education. The teachers were very supportive, which gave me emotional encouragement and boosted my confidence for future patient education.
8. I had the opportunity to practice direct patient education and identify areas where I can improve.
9. I gained insights into what to expect when encountering real patients in the future.
10. The scenarios helped me recognize both my shortcomings and the realities of clinical situations.
11. The standardized patients were excellent, and the suggestions from the teachers were valuable in guiding me toward further improvement.

4. Activity Highlights

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