Cooperative learning and its effect on Operative Dentistry education for 3rd–year students in the School of Dentistry, Matsumoto Dental University

The one–way passive lecture style of teachers leads to little long–term knowledge retention, and it is difficult to develop an ability to analyze/solve problems based on the knowledge possessed. We attempted to adopt active learning methods in Operative Dentistry education, in order to make students aware of their lack of knowledge, lack of understanding, and misunderstandings, further guide them to correct answers through collaborative work in groups, and deepen mutual understanding. This paper introduces our attempt and summarizes evaluations from students according to a post–implementation questionnaire. A yes/no test was conducted twice at two of the 30 lectures on Operative Dentistry in the third grade of Matsumoto Dental University in the school year of 2019. After testing, 3 or 4 students were randomly grouped and each answer was considered by them in a primary small group discussion (SGD). In addition, the two groups were combined and a secondary SGD was performed to consider the answers of both groups. After the secondary SGD, an anonymous questionnaire was given to the students who took the course. We also surveyed foreign students regarding their impressions of SGD in the Japanese language. More than half of the students answered that this exercise was meaningful. More than 90% of the students answered that they could more clearly comprehend their lack of knowledge. In addition, more than 90% of the students answered that they learned how to voluntarily look up information to solve problems in textbooks. More than half of the international students answered that the exercise helped improve their Japanese language. Students listening to the opinions of others, clarifying gaps in knowledge, searching for information in textbooks and clarifying it, and sharing the obtained knowledge with each other promoted their motivation for learning. It also contributed to improving the Japanese language skills of international student

Utilization of online real–time feedback application service “Mentimeter” in the lecture of Operative Dentistry for steps in order to pass the National Board Dental Examination at Matsumoto Dental University

Summary Many attempts to utilize ICT (Information and Communication Technology) tools have been made to promote active and interactive learning between teachers and students. A major area has been the introduction of education using clickers for dental students, and some reports indicated their effects. However, the introduction of mobile devices and software and their maintenance and management very costly. On the other hand, almost allundergraduate students of Matsumoto Dental University have a smartphone, and can connect to the Internet in the lecture room. Therefore, we conducted online exercises to pre- pare for the National Board Dental Examination using students’ smartphones and the online real–time voting service“Mentimeter” at the lecture of Operative Dentistry for 6th–year dental students of Matsumoto Dental University, in the school year of 2019. We also conducted some anonymous online questionnaires using Mentimeter. Thirty percent of the participating students answered that they were not good at conservation and restoration studies. Although 97% of students answered that the test questions conducted in the exercise using Mentimeter were difficult, 92% of the students answered that the exercise was effective in deepening their knowledge of Operative Dentistry. The results of the questionnaires suggested the effectiveness of the interactive lecture using Mentimeter in order to deepen and retain knowledge of Operative Dentistry