Effects of Team‐Based Learning on Fixed Prosthodontic Education in a Japanese School of Dentistry. Issue 4 (1st April 2015)

• Record Type: Journal Article
• Authors: Takeuchi, Hisahiro; Omoto, Katsuhiro; Okura, Kazuo; Tajima, Toyoko; Suzuki, Yoshitaka; Hosoki, Maki; Koori, Motoharu; Shigemoto, Shuji; Ueda, Mayu; Nishigawa, Keisuke; Rodis, Omar Marianito Maningo; Matsuka, Yoshizo
• Is Part Of: Journal of dental education. Volume 79:Issue 4(2015)
• Page Start: 417
• Page End: 423
• Publication Date: 2015-04-01
• Subjects: dental education -- prosthodontics -- team‐based learning -- educational methodology -- Japan; Dentistry -- Study and teaching -- Periodicals; Dentistry -- Study and teaching; Education, Dental; Dentisterie -- Étude et enseignement -- Périodiques; Tandheelkunde; Onderwijs; Periodicals; Periodical; Electronic journals; 617.6007
• DOI: 10.1002/j.0022-0337.2015.79.4.tb05899.x
• Languages: English
• ISSNs: 0022-0337

Abstract

Abstract : The aims of this study were to evaluate the quality of team‐based learning (TBL) in prosthodontics education for fourth‐year dental students at Tokushima University School of Dentistry and to compare this teaching method with traditional lecture‐based delivery. Participants in the study were 36 students (22 males and 14 females) who attended the TBL‐style fixed prosthodontics course. Ten 60‐minute classes were held. The first three were traditional lecture‐style classes and were followed by one class introducing the TBL style. The remaining six classes constituted the TBL‐format fixed prosthodontics course. The effectiveness of TBL was evaluated through student questionnaires at the end of each class and the results of the term‐end examination. The questionnaire revealed high student approval for TBL‐style learning, and active group discussion among students during TBL was a key factor in these ratings. In the results of the term‐end examination, there were significantly higher scores on the questions that covered TBL‐taught material than those covering traditional lecture‐taught topics. The results of this study suggest that TBL‐style lecture was more effective than traditional‐style lecture for teaching fixed prosthodontics and that TBL was a more efficient mode of delivering dental education than traditional lecture‐based teaching.