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Implementation and evaluation of the debate-style tutorial study in a third-year dental curriculum in Japan


Ryuji Shingaki 
Okayama University Graduate School of Medicine, Dentistry and Pharmaceutical Sciences, Japan
shingaki@md.okayama-u.ac.jp
 

Hiroshi Kamioka 
Okayama University Graduate School of Medicine, Dentistry and Pharmaceutical Sciences, Japan 

Masao Irie 
Okayama University Graduate School of Medicine, Dentistry and Pharmaceutical Sciences, Japan

Fusanori Nishimura 
Okayama University Graduate School of Medicine, Dentistry and Pharmaceutical Sciences, Japan

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Abstract

We introduced a debate-style tutorial exercise into the third-year tutorial classes with the purpose of developing the students' logic, broadening their vision and encouraging them to express their opinions in public, before an audience. The issues for debate included medical (dental) and non-medical topics. Two separate debate exercises were performed and each session concluded with an open debate. The groups' performance was evaluated by the audience, which included students and tutors. The groups received high scores; their understanding of the subjects was superior and they provided logical arguments using good presentation skills. The program appeared to have had the desired results. Thus, it was suggested that the introduction of debates into the curriculums of lower classes would be effective in teaching students new ways of thinking about problems. This would prepare them suitably for future education. 

Debate, tutorial classes, problem based learning, dental education, decision-making

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Shingaki, R., Kamioka, H., Irie, M. and Nishimura, F. (2006). Implementation and evaluation of the debate-style tutorial study in a third-year dental curriculum in Japan. International Education Journal, 7 (3), 305-313.
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