高齢者歯科学臨床実習における問題発見解決型学習に準じた少人数グループ学習の試み : 学生の主観的評価からみた学習効果

clinical training

北海道歯学会

北海道歯学雑誌

Clinical training for Gerodontology in our department has been mainly learned in a passive manner until 2011. In 2012, we introduced an active learning method described as problem-based learning （PBL） in small groups which allows the students to discover clinical problems in elderly patients and their solutions. The aim of this study was to assess the educational effects on students who participated in PBL clinical training by the self-assessment of their knowledge and a questionnaire survey of the training. The subjects comprised 96 students （59 men and 37 women） in their fifth- and sixth-year of dentistry at Hokkaido University from 2012 to 2014. They were divided into groups of 3 or 4 members to discuss a real clinical case scenario. They presented possible clinical problems of the scenario logically and exposed them to constructive criticism leading to solutions. During this exercise they learned a wide range of problems that elderly patients may experience. Afterwards the students discussed and presented solutions. At the beginning and end of the training, the students assessed their knowledge of 58 items including dental treatment for the elderly, medicine, health care, and public aid. Furthermore, at the end they answered a questionnaire of 15 items about the contents of the training, tutoring, their preparation, and reviewing of the course. Statistical analysis was performed using a paired t-test on the self-assessments of knowledge collected from 80 students （50 men and 30 women） who completed every item. According to the self-assessment of knowledge, almost all scores at the end of the training were significantly higher at the end than at the beginning. According to the questionnaire survey, the clinical training and tutoring was satisfactory for the students, and approximately half of them prepared and reviewed the class materials well. Thus, a number of the students were interested in Gerodontology and satisfied with this comprehensive clinical training. We conclude that clinical training by a PBL method in small-groups was considered to be an effective strategy.