Methods: In Nippon Dental University at Niigata, PBL was started at 2004 for 3rd year students. Approximately 95 students were random separated by drawing to 12 small groups with a tutor. Our PBL-tutorial program was composed of group session (80 min) with a tutor, self-assessment of group session, self-learning (120 min) and individual self-assessment with a tutor. Estimation of our PBL was based on the observation record of group session, portfolio of self-learning and modified essay question. At 2007, we had 101 3rd year students and conducted a simplified emotional intelligence quotient (EQ) assessment before and after the PBL program. Each assessment was tabulated and analysis of Wilcoxson test by Stat view software.
Results: There was no significant difference between before and after the PBL as a whole in the EQ ability-based model such as perceiving emotions, using emotions, understanding emotions and managing emotions. However the students were separated into four groups (analyzer, controller, promoter, and supporter) by communication style, and the promoter type students (n=24) showed significant difference in perceiving emotions between before (21.3±2.9) and after (22.5±3.2) the PBL. Other three group's students showed no significant difference in the EQ between before and after the PBL.
Conclusion: These result suggested that only 6 months experience of PBL have a possibility to influence the students EQ ability and students will grow up by themselves through the PBL.