2018 Volume 34 Issue 2 Pages 49-54
Abstract At Hiroshima University School of Dentistry, we introduced a Japanese-English dual linguistic education system in the classes in 2012. To assess the effects of this system on the students’ perceptions, we conducted a questionnaire survey of the students (at the end of each semester in 2012, 2013, 2014, 2015 and 2016) and lecturers in the dental school (in 2013 and 2015) about the impacts of the dual linguistic education. The results showed that the lecturers in the dental school prepared something for their students to understand the class. During the 2nd year to 4th year program, almost 70% of students who responded finally understood the contents of the class. Moreover, there were positive relations between the answer “I could finally understand the contents of the class” and “I could understand the lecturers’ explanations completely”/“I reviewed intensively for each class”. In addition, at the last semester of the system (5th year), the students assessed the meaning of the dual linguistic education system ; doing so made them “pay attention to the world” “develop communication skills as specialists” “adapt to modern trends” “break the language barrier” and “promote self-study and self-development skills necessary as experts.”
