アブストラクト（43巻2号：神奈川歯学）

神奈川歯学

Japanese

Title　： 小児歯科学基礎実習におけるPBLテュートリアル教育-学生の自己評価からみた学習傾向-
Subtitle　： 原著
Authors　： 松澤光洋, 窪田光慶*, 竹越史子, 須賀弘子, 浜田作光, 室井剛史, 杉村和昭, 松原聡, 松井利行, 山口三菜, 小松太一, 西村貴子, 木本茂成
Authors（kana）　：
Organization　： 神奈川歯科大学成長発達歯科学講座小児歯科学分野, *神奈川歯科大学成長発達歯科学講座歯科矯正学分野
Journal　： 神奈川歯学
Volume　： 43
Number　： 2
Page　： 104-118
Year/Month　： 2008 / 12
Article　： 原著
Publisher　： 神奈川歯科大学学会
Abstract　： 「緒言」 少子高齢社会, 経済社会の構造変化と都市化, 疾病構造の変化や患者ニーズの多様化など, 昨今の医療を取り巻く環境変化に伴い医学教育改革の必要性が指摘されている1). これらの社会状況に対応するために, 従来の系統講義にみられる知識伝授型教育から, 学習者を中心とした能動的学習への移行がすすめられてきた2). 最近では知識や技術の教育だけでなく, 生涯にわたって自ら最新の知識を導入し, 学習意欲を維持, 向上させるための自己学習能力の育成や, 患者とその家族, コ・デンタルスタッフとのコミュニケーション技術などのような医師の学習, 医療態度を向上させる情意領域, すなわち人間性教育への認識が高まりつつある3). 近年, 歯科医学教育においてproblem based learning(PBL;問題立脚型学習)テュートリアル4,5)と呼ばれる学習方法の導入が注目されている. PBLテュートリアルとは, 現実の症例から問題点を抽出し, ファシリテータと呼ばれる教員の下で小グループ討論を通じて学生自身が主体的に学ぶ学習方法である.
Practice　： 歯科学
Keywords　： PBLテュートリアル, 基礎実習, 自己評価

English

Title　： PBL Tutorial during Pre-clinical Practice for Pediatric Dentistry: Analysis of Study Style used by Self-assessment of Students
Subtitle　：
Authors　： Mitsuhiro MATSUZAWA, Mitsuyoshi KUBOTA, Fumiko TAKEKOSHI, Hiroko SUGA, Sakumitsu HAMADA, Tsuyoshi MUROI, Kazuaki SUGIMURA, Satoshi MATSUBARA, Toshiyuki MATSUI, Mina YAMAGUCHI, Taichi KOMATSU, Takako NISHIMURA, Shigenari KIMOTO
Authors（kana）　：
Organization　： Division of Pediatric Dentistry and Division of Orthodontics, Department of Craniofacial Growth and Development Dentistry, Kanagawa Dental College
Journal　： Kanagawa Shigaku
Volume　： 43
Number　： 2
Page　： 104-118
Year/Month　： 2008 / 12
Article　： Original article
Publisher　： Kanagawa Odontological Society
Abstract　： [Abstract] The PBL tutorial is an education method aimed at behavior modification, and has been rapidly adopted in dental education in recent years. This education system enables the integration of basic and clinical medicine and is considered an appropriate study method for basic pediatric dentistry performed as pre-clinical practice. In 2006, we introduced a PBL tutorial with a main theme of primary caries. The study was conducted on 111 fourth-year students in 2006 and 110 such students in 2007. The students were divided into 20 groups with 5 or 6 students in each group. The PBL tutorial includes the following steps: 1) Setting the study problem, 2) Self-directed learning, 3) Group study, and 4) Presentation. After each group session, the students performed self-assessment in three stages for seven items (problem-solving ability, self-directed learning ability, communication skill, critical thinking ability, clinical reasoning ability, facilitator and scenario assessment). According to the self-assessment of students, the percentage of participants who indicated "others' ideas could be understood by often hearing it" (communication skill) and "steps toward making a diagnosis could be understood" (clinical reasoning ability) were about 90%. Responses indicating "facilitated constructive thinking" (critical thinking ability) showed the lowest percentage (43.2%). There was a significant correlation between the scores for communication skill and problem-solving ability (r=0.66, p<0.0001). Many students (approximately 80%) indicated that the scenario felt real and thought that the facilitator's intervention was appropriate. To improve their communication skills in PBL, it is important that the facilitator has an appropriate relationship with the students, and presents a realistic scenario of an appropriate degree of difficulty. These findings suggest that PBL tutorials are effective in helping students improve their knowledge level and problem-solving ability.
Practice　： Dentistry
Keywords　：