@article{oai:mdu.repo.nii.ac.jp:00002967,
 author = {KOMATSU, SAHO and MORI, TAKASHI and UCHIKAWA, RYUTARO and KOHDA, KUNIKO and OKUSE, TOSHIYUKI and KAMAYAMA, ATSUSHI and 小松, 佐保 and 森, 啓 and 小町谷, 美帆 and 内川, 竜太朗 and 甲田, 訓子 and 奥瀬, 稔之 and 亀山, 敦史},
 issue = {1},
 journal = {松本歯学, Journal of the Matsumoto Dental University Society},
 month = {Sep},
 note = {application/pdf, The one–way passive lecture style of teachers leads to little long–term knowledge retention, and it is difficult to develop an ability to analyze/solve problems based on the knowledge possessed. We attempted to adopt active learning methods in Operative Dentistry education, in order to make students aware of their lack of knowledge, lack of understanding, and misunderstandings, further guide them to correct answers through collaborative work in groups, and deepen mutual understanding. This paper introduces our attempt and summarizes evaluations from students according to a post–implementation questionnaire. A yes/no test was conducted twice at two of the 30 lectures on Operative Dentistry in the third grade of Matsumoto Dental University in the school year of 2019. After testing, 3 or 4 students were randomly grouped and each answer was considered by them in a primary small group discussion (SGD). In addition, the two groups were combined and a secondary SGD was performed to consider the answers of both groups. After the secondary SGD, an anonymous questionnaire was given to the students who took the course. We also surveyed foreign students regarding their impressions of SGD in the Japanese language. More than half of the students answered that this exercise was meaningful. More than 90% of the students answered that they could more clearly comprehend their lack of knowledge. In addition, more than 90% of the students answered that they learned how to voluntarily look up information to solve problems in textbooks. More than half of the international students answered that the exercise helped improve their Japanese language. Students listening to the opinions of others, clarifying gaps in knowledge, searching for information in textbooks and clarifying it, and sharing the obtained knowledge with each other promoted their motivation for learning. It also contributed to improving the Japanese language skills of international students},
 pages = {16--31},
 title = {松本歯科大学第3学年保存修復学における共同学修の試みとその学修効果},
 volume = {47},
 year = {2021}
}