The implementation of the Japanese Dental English core curriculum: active learning based on peer-teaching and learning activities
The implementation of the Japanese Dental English core curriculum: active learning based on peer-teaching and learning activities
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DOI：
10.1186/s12909-019-1675-y
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发表时间：
2019-07-10
影响因子：
3.6
通讯作者：
Locsin, Rozzano C.
中科院分区：
文献类型：
--
作者：
Rodis, Omar M. M.;Locsin, Rozzano C.
背景日本和其他亚洲国家的教育提倡刻板的被动学习方式，学生的知识面有限，对老师没有传授的知识不屑一顾。随着教育的全球化，专业变得非常有竞争力，以学生为中心，迫使他们引入积极的学习活动。日本文部省资助的一项研究进行了需求分析，提出了解决方案，并实施了主动学习方法。由于后者在日本的教学环境中仍然是新的，因此本研究旨在评估牙科医学本科生参与主动学习活动的意愿，而不是典型的被动式教学教育过程。学生-教师体验（STE）和角色扮演活动（RPA）被纳入牙科英语课程的教室设置在日本的牙科学校。学生必须在参加活动或参加期末考试之间做出选择。2013年10月至2017年3月，203名牙科三年级本科生参加了为期5年的研究。对于IGD，研究人员将学生分配到一个主题，并将他们与来访的国际交换生分组。对于STE，研究人员向学生提供了教师准备的关于基本牙科主题的演示幻灯片，他们在同学面前展示。对于RPA，学生必须做准备角色扮演和即兴角色扮演。同学和老师对活动的反馈给了所有学生。在课程结束时，学生评价的主动学习活动，并写在一个免费的进入survey.ResultsAll 203名学生参加了确认在这所牙科学校的日本学生不断变化的学习需求的主动学习活动的意见。最常见的评论是，类是有趣的，有趣的，一个易于理解的方式来学习牙科术语，和一个安全的方式来表达自己的英语language.ConclusionThe大多数日本学生喜欢积极的学习风格。研究表明，学生报告说，在适当的指导和时间准备活动的情况下，他们的参与度更高，学习效果更好。
BackgroundEducation in Japan and other Asian countries advocates the stereotypical passive learning style where students are limited in their breadth of knowledge dismissing anything not imparted by their teachers. With globalized education, professions are becoming very competitive, embracing student-centeredness compelling them to introduce active learning activities. A study funded by Japan's Ministry of Education conducted a needs analysis, proposed a solution, and implemented an active learning approach. Since the latter is still new in the Japanese teaching-learning environment, this current study aimed at assessing the willingness of undergraduate students of dental medicine to participate in active learning activities rather than the typical passive-style teaching-learning educational process.MethodsThree active implementation-learning activities, namely International Group Discussions (IGD), Student-Teacher Experience (STE) and Role Play Activities (RPA) were included in the Dental English course in a classroom setting at a dental school in Japan. Students had to choose between participating in the activity or taking the final examination. Two hundred and three third-year undergraduate dental students participated over a 5-year period from October 2013 to March 2017. For IGD, the researchers assigned students to a topic and grouped them with visiting international exchange students. For STE, researchers gave students teacher-prepared presentation slides on basic dental topics, which they presented in front of their classmates. For RPA, students had to do prepared role-play and impromptu role play. Peer and teacher feedbacks of the activities were given to all students. At the end of the course, the students evaluated the active learning activities and wrote their comments in a free entry survey.ResultsAll 203 students participated in the active learning activities confirming the changing learning needs of Japanese students in this dental school. The most common comment was that the class was interesting, fun, an easy-to-understand way to learn dental terms, and a safe way to express themselves in the English language.ConclusionThe majority of Japanese students preferred the active learning style. The study revealed that students reported greater engagement and better learning with proper guidance and time to prepare for the activities.