The implementation of the Japanese Dental English core curriculum: active learning based on peer-teaching and learning activities

Abstract

Background Education 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. Methods Three 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. Results All 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. Conclusion The 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. Electronic supplementary material The online version of this article (10.1186/s12909-019-1675-y) contains supplementary material, which is available to authorized users.

Practice and exploration of the "student-centered" multielement fusion teaching mode in human anatomy

“…In 1984, Professor Eric Mazur of Harvard University founded the PI in physics teaching practice. PI emphasizes initiatives and team cooperatives in learning, guides students to self-inquiry and stimulates their inner desire for knowledge [22,27]. PI has been popular with teachers and students in many colleges and universities in China and abroad [1,3].…”

The evaluation of stomatology English education in China based on ‘Guanghua cup’ international clinical skill exhibition activity

“…Second, the teaching mode should be broadened, and multiple teaching methods should be applied. More active learning modes, such as peer teaching and learning activities [ 16 ], should be considered. Third, students should be encouraged to attend international competitions such as Guanghua Cup activities, or other activities which requires English application.…”

The Evaluation of Dental English Education in China Based on ‘Guanghua Cup’ International Clinical Skill Exhibition Activity

“…Second, the teaching mode should be broadened, and multiple teaching methods should be applied. More active learning modes, such as peer teaching and learning activities, 14 should be considered.…”