2016 Volume 32 Issue 2 Pages 72-77
Abstract In preparation for the introduction of team-based learning (TBL) at Asahi University, the Dental Education Promotion Center held workshops for all School of Dentistry teaching staff. Subsequently, TBL was introduced as the teaching method for some first-and fourth-year classes in the School of Dentistry. Following this, TBL was adopted for some classes in the Fixed Prosthodontics course in the 2013 and 2014 academic years. In this study, we examined the effectiveness of the TBL method. The subjects were fourth-year School of Dentistry students taking classes in the Fixed Prosthodontics course in the second semester of the 2013 and 2014 academic years at Asahi University. Learning effectiveness was evaluated based on a questionnaire survey and students’ academic results. The survey consisted of 11 questions. Based on these results, it appears that TBL is not a change in learning strategy, but rather a shift of learner focus from an emphasis on review to an emphasis on preparation. TBL also encourages students to take a more active attitude toward their learning.
