Trial of bidirectionality lecture through PBL method in current curriculum

Objectives: In Japan, the largest problem of lecture in university was no comment from students on site. Small group discussion or PBL tutorial were student-centered and good education method but there were necessary for a lot of man power or other educational resources. So in this study, we tried to implement PBL method in usual lecture and analyzed the student's responses. Methods: The usual lecture course (Science of cariology and periodontology, 14 times lecture, 6 month period) were arranged to 12 times lecture and last 2 times presentation and discussion of students. 3rd year 108 students were separated randomly into 12 groups. Each group selected one lecture and handled to make a tree map and presentation slide by themselves. At the presentation, mutual evaluation and questionnaire research were done. Result: The collection rate of questionnaire was 95.3% and 51% of the students preferred group work to teacher's lecture, 29.6% of the students were neutral and only 8.2% of the students showed negative response. Moreover 55.6% of the students recognized benefit of tree-map learning and 77.8% of the students answered to feel hardships of teachers. Conclusion: A large part of students prefer student-centered learning to teacher-centered lecture. Group work and tree map development were useful method in usual lecture too, and student‘s view point were spreading in the same way of PBL-tutorial.