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Wu A, Shamim A, Rahhal Z, Kieff M, Lalla E, Torre L, Zubiaurre Bitzer L, Kunzel C. A Scoping Review of Internationalization of Dental Education—Identifying Formats and Motivations in Dental Education. FRONTIERS IN DENTAL MEDICINE 2022. [DOI: 10.3389/fdmed.2022.847417] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/13/2022] Open
Abstract
BackgroundInternationalization efforts, including global health activities, in dental education can play an important role in preparing future oral healthcare professionals. To date, in the available literature, there is no common understanding of what internationalization of dental education might mean, and there are no agreed upon standards relating to, or a common definition of the term internationalization of dental education. Here, the authors investigate what has been published in the above area from 01/01/2000 to 12/31/2020, identifying perceived motivations and formats. A proposed definition and connection to the field of international higher education is provided.MethodsA scoping review of published literature was performed and identified 47 relevant articles. The articles were thematically sorted based on educational formats and concepts (previously established in international higher education) and motivations.ResultsDespite the paucity of articles directly addressing internationalization of dental education, there was a large variety of articles on topics that were identified to correlate with international higher education, ranging from international partnerships, student mobility, and language, to international curriculum at home—with different perceived motivations, including competition, international understanding, and social transformation.DiscussionMore research on internationalization of dental education is needed to provide guidelines and formalize standards for international educational goals to better align formats and motivations for international efforts in dental education.
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Rodis OMM, Locsin RC. The implementation of the Japanese Dental English core curriculum: active learning based on peer-teaching and learning activities. BMC MEDICAL EDUCATION 2019; 19:256. [PMID: 31291939 PMCID: PMC6617896 DOI: 10.1186/s12909-019-1675-y] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/19/2018] [Accepted: 06/17/2019] [Indexed: 05/10/2023]
Abstract
BACKGROUND Education in Japan and other Asian countries advocates the stereotypical passive learning style where students are limited in their breadth of knowledge dismissing anything not imparted by their teachers. With globalized education, professions are becoming very competitive, embracing student-centeredness compelling them to introduce active learning activities. A study funded by Japan's Ministry of Education conducted a needs analysis, proposed a solution, and implemented an active learning approach. Since the latter is still new in the Japanese teaching-learning environment, this current study aimed at assessing the willingness of undergraduate students of dental medicine to participate in active learning activities rather than the typical passive-style teaching-learning educational process. METHODS Three active implementation-learning activities, namely International Group Discussions (IGD), Student-Teacher Experience (STE) and Role Play Activities (RPA) were included in the Dental English course in a classroom setting at a dental school in Japan. Students had to choose between participating in the activity or taking the final examination. Two hundred and three third-year undergraduate dental students participated over a 5-year period from October 2013 to March 2017. For IGD, the researchers assigned students to a topic and grouped them with visiting international exchange students. For STE, researchers gave students teacher-prepared presentation slides on basic dental topics, which they presented in front of their classmates. For RPA, students had to do prepared role-play and impromptu role play. Peer and teacher feedbacks of the activities were given to all students. At the end of the course, the students evaluated the active learning activities and wrote their comments in a free entry survey. RESULTS All 203 students participated in the active learning activities confirming the changing learning needs of Japanese students in this dental school. The most common comment was that the class was interesting, fun, an easy-to-understand way to learn dental terms, and a safe way to express themselves in the English language. CONCLUSION The majority of Japanese students preferred the active learning style. The study revealed that students reported greater engagement and better learning with proper guidance and time to prepare for the activities.
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Affiliation(s)
- Omar M. M. Rodis
- School of Oral Health and Welfare, Faculty of Dentistry, Tokushima University, Tokushima, Japan
| | - Rozzano C. Locsin
- Department of Art, Science, and Caring, Institute of Biomedical Sciences, Tokushima University Graduate School, Tokushima, Japan
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Rodis OM, Matsumura S, Kariya N, Nishimura M, Yoshida T. Undergraduate Dental English Education in Japanese Dental Schools. J Dent Educ 2018. [DOI: 10.1002/j.0022-0337.2013.77.5.tb05516.x] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Affiliation(s)
- Omar M.M. Rodis
- Department of Behavioral Pediatric Dentistry; Okayama University Graduate School of Medicine, Dentistry, and Pharmaceutical Sciences; Okayama City Japan
| | - Seishi Matsumura
- Department of Behavioral Pediatric Dentistry; Okayama University Graduate School of Medicine, Dentistry, and Pharmaceutical Sciences; Okayama City Japan
| | - Naoyuki Kariya
- Hospital of Medicine and Dentistry Okayama University; Okayama City Japan
| | - Michiko Nishimura
- Hospital of Medicine and Dentistry Okayama University; Okayama City Japan
| | - Toshiko Yoshida
- Center of the Development of Medical and Healthcare Education (Dental Education); Okayama University; Okayama City Japan
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Moross J, Seki N, Morio I. English education for healthcare professionals in Japan. JAPANESE DENTAL SCIENCE REVIEW 2017; 53:111-116. [PMID: 29201255 PMCID: PMC5703692 DOI: 10.1016/j.jdsr.2017.01.001] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/22/2016] [Revised: 12/05/2016] [Accepted: 01/31/2017] [Indexed: 11/16/2022] Open
Abstract
In a global environment, education for healthcare professionals should include cultivating human resources who have the necessary skills to work in an international arena. This article will review the current status of English education for dental healthcare professionals in Japan. After conducting a literature search using the keywords: English education, Japan, and dental, only a few studies were found that investigated and proposed suggestions for dental professional English education. Even so, these were still in the early stages with outcomes yet to be fully evaluated. Even though English is thought indispensable for global professionals, and that increasing chances for communication skills is necessary, little attention has been addressed to English education for dental professionals or the implementation of such education in the Japanese undergraduate dental curricula. With the current reality of field expansion in dentistry, the need for not only improved English communication skills for Japanese dentists, but also the acquisition of essential expertise, psychomotor, teambuilding, critical thinking, and creative thinking skills in English as well as Japanese, is a definite probability. In order to reach this level of knowledge, further efforts and research would be necessary for the advancement and development of dental professional English education in Japan.
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Affiliation(s)
- Janelle Moross
- Institute of Global Affairs, Tokyo Medical and Dental University, Japan 1-5-45 Yushima Bunkyo-ku, Tokyo 113-8549, Japan
- Institute of Education, Tokyo Medical and Dental University, Japan
| | - Naoko Seki
- Institute of Global Affairs, Tokyo Medical and Dental University, Japan 1-5-45 Yushima Bunkyo-ku, Tokyo 113-8549, Japan
- Section of Dental Education Development, Graduate School of Medical and Dental Sciences, Tokyo Medical and Dental University, Japan
| | - Ikuko Morio
- Institute of Global Affairs, Tokyo Medical and Dental University, Japan 1-5-45 Yushima Bunkyo-ku, Tokyo 113-8549, Japan
- Section of Dental Education Development, Graduate School of Medical and Dental Sciences, Tokyo Medical and Dental University, Japan
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Takehara S, Wright F, Kawaguchi Y, Ishida Y, Morio I, Tagami J. Characteristics of undergraduate dental students in Japan: English competency and willingness to study abroad. Int Dent J 2016; 66:311-7. [PMID: 27283476 DOI: 10.1111/idj.12244] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/01/2022] Open
Abstract
OBJECTIVE This study was conducted to acquire a deeper understanding of Japanese students' motivation to study abroad and to provide baseline information for nurturing globally-minding dental students. MATERIALS AND METHODS Students from the first to the sixth year (n = 332), at the Faculty of Dentistry, Tokyo Medical and Dental University, were invited to participate in the study and were asked to complete a self-administered questionnaire, written in Japanese. Self-reported English competency was assessed in four areas: reading; writing; speaking; and listening. Students were asked to score their competencies in these areas using a 10-point visual analogue scale (VAS). Of the total eligible students, 312 (94%) participated. RESULTS The results of the study suggest that competency and confidence in the English language could be one of the biggest obstacles for students to study abroad. Students with an interest in studying abroad were highly motivated and studied English independently. DISCUSSION AND CONCLUSIONS Japanese educational authorities and dental schools may need to consider a range of incentives and motivational strategies to nurture clinicians, educators and researchers who can function confidently in an increasingly borderless world. These could include increasing exposure to English language skills through mandatory lectures and seminars in English, increasing the range of inbound international students through student exchange programmes and encouraging students to develop and communicate with international colleagues. The Faculty of Dentistry at Tokyo Medical and Dental University has begun to increase exposure of students to English through the regular curriculum. Outcomes will be followed and evaluated.
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Affiliation(s)
- Sachiko Takehara
- International Exchange Center, Tokyo Medical and Dental University, Tokyo, Japan. .,Department of Oral Health Promotion, Graduate School of Medical and Dental Sciences, Tokyo Medical and Dental University, Tokyo, Japan.
| | - Fac Wright
- Centre for Education and Research on Ageing, Concord Clinical School, University of Sydney, Sydney, NSW, Australia
| | - Yoko Kawaguchi
- Department of Oral Health Promotion, Graduate School of Medical and Dental Sciences, Tokyo Medical and Dental University, Tokyo, Japan
| | - Yuji Ishida
- International Exchange Center, Tokyo Medical and Dental University, Tokyo, Japan.,Orthodontic Science, Graduate School of Medical and Dental Sciences, Tokyo Medical and Dental University, Tokyo, Japan
| | - Ikuko Morio
- International Exchange Center, Tokyo Medical and Dental University, Tokyo, Japan.,Department of Dental Education Development, Graduate School of Medical and Dental Sciences, Tokyo Medical and Dental University, Tokyo, Japan
| | - Junji Tagami
- Department of Operative Dentistry, Graduate School of Medical and Dental Sciences, Tokyo Medical and Dental University, Tokyo, Japan
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Rodis OMM, Barroga E, Barron JP, Hobbs J, Jayawardena JA, Kageyama I, Kalubi B, Langham C, Matsuka Y, Miyake Y, Seki N, Oka H, Peters M, Shibata Y, Stegaroiu R, Suzuki K, Takahashi S, Tsuchiya H, Yoshida T, Yoshimoto K. A proposed core curriculum for dental English education in Japan. BMC MEDICAL EDUCATION 2014; 14:239. [PMID: 25404383 PMCID: PMC4237740 DOI: 10.1186/s12909-014-0239-4] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/14/2014] [Accepted: 10/24/2014] [Indexed: 05/25/2023]
Abstract
BACKGROUND Globalization of the professions has become a necessity among schools and universities across the world. It has affected the medical and dental professions in terms of curriculum design and student and patient needs. In Japan, where medicine and dentistry are taught mainly in the Japanese language, profession-based courses in English, known as Medical English and Dental English, have been integrated into the existing curriculum among its 83 medical and 29 dental schools. Unfortunately, there is neither a core curriculum nor a model syllabus for these courses. METHODS This report is based on a survey, two discussion forums, a workshop, and finally, the drafting of a proposed core curriculum for dental English approved by consensus of the participants from each university. RESULTS The core curriculum covers the theoretical aspects, including dental English terms and oral pathologies; and practical aspects, including blended learning and dentist-patient communication. It is divided into modules and is recommended to be offered for at least two semesters. CONCLUSIONS The core curriculum is expected to guide curriculum developers in schools where dental English courses are yet to be offered or are still in their early development. It may also serve as a model curriculum to medical and dental schools in countries in Asia, Europe, Africa, and Central and South America, where English is not the medium of instruction.
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Affiliation(s)
- Omar MM Rodis
- />Institute of Health Biosciences Support Office of Frontier Oral Science, International Exchange and Collaboration, The University of Tokushima Graduate School, 3-18-15 Kuramoto-cho, Tokushima City, 770-8504 Japan
| | - Edward Barroga
- />Department of International Medical Communications, Tokyo Medical University, Tokyo, Japan
| | - J Patrick Barron
- />Department of International Medical Communications, Tokyo Medical University, Tokyo, Japan
| | - James Hobbs
- />Department of Foreign Languages, Iwate Medical University, Iwate, Japan
| | - Jayanetti A Jayawardena
- />Department of General Education, Tsurumi University School of Dental Medicine, Kanagawa, Japan
| | - Ikuo Kageyama
- />Department of Anatomy, The Nippon Dental University School of Life Dentistry, Niigata, Japan
| | - Bukasa Kalubi
- />Institute of Health Biosciences Support Office of Frontier Oral Science, International Exchange and Collaboration, The University of Tokushima Graduate School, 3-18-15 Kuramoto-cho, Tokushima City, 770-8504 Japan
| | - Clive Langham
- />Nihon University School of Dentistry, Tokyo, Japan
| | - Yoshizo Matsuka
- />Institute of Health Biosciences Support Office of Frontier Oral Science, International Exchange and Collaboration, The University of Tokushima Graduate School, 3-18-15 Kuramoto-cho, Tokushima City, 770-8504 Japan
| | - Yoichiro Miyake
- />Institute of Health Biosciences Support Office of Frontier Oral Science, International Exchange and Collaboration, The University of Tokushima Graduate School, 3-18-15 Kuramoto-cho, Tokushima City, 770-8504 Japan
| | - Naoko Seki
- />Dental Education Development Section, Graduate School of Medical and Dental Sciences, Tokyo Medical and Dental University, Tokyo, Japan
| | - Hiroko Oka
- />Department of International Collaboration Development for Dentistry, Institute of Biomedical & Health Sciences, Hiroshima University, Hiroshima, Japan
| | - Martin Peters
- />Medical English Section, Kanagawa Dental University, Kanagawa, Japan
| | - Yo Shibata
- />Division of Biomaterials and Engineering, Department of Conservative Dentistry, Showa University School of Dentistry, Tokyo, Japan
| | - Roxana Stegaroiu
- />Department of Oral Health and Welfare, Niigata University Graduate School of Medical and Dental Sciences, Niigata, Japan
| | - Kazuyoshi Suzuki
- />Department of Endodontics, School of Dentistry, Aichi Gakuin University, Nagoya, Japan
| | - Shigeru Takahashi
- />Department of Oral Functional Anatomy, Hokkaido University Graduate School of Dental Medicine, Hokkaido, Japan
| | - Hironori Tsuchiya
- />Department of Dental Basic Education, Asahi University School of Dentistry, Gifu, Japan
| | - Toshiko Yoshida
- />Center for the Development of Medical and Health Care Education (Dental Education), Okayama University, Okayama, Japan
| | - Katsuhiko Yoshimoto
- />Institute of Health Biosciences Support Office of Frontier Oral Science, International Exchange and Collaboration, The University of Tokushima Graduate School, 3-18-15 Kuramoto-cho, Tokushima City, 770-8504 Japan
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Dhaliwal G. Teaching medicine to non-English speaking background learners in a foreign country. J Gen Intern Med 2009; 24:771-3. [PMID: 19381729 PMCID: PMC2686769 DOI: 10.1007/s11606-009-0967-z] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/06/2008] [Revised: 02/04/2009] [Accepted: 03/17/2009] [Indexed: 12/04/2022]
Abstract
Teaching abroad exposes medical educators to unfamiliar teaching methods and learning styles that can enhance their overall teaching repertoire. Based on the author's experience teaching residents for one month at a community hospital in Japan and a review of the non-English speaking background (NESB) educational literature, pedagogical principles and lessons for successful international NESB instruction are outlined. These methods include understanding the dissimilar linguistic, cultural, and academic backgrounds of the learners, emphasizing pace and clarity of speech, presenting a conceptual framework instead of detailed discourse on subjects, and regular visual reinforcement of spoken words. The limitations introduced by the language barrier and the use of interpreters are briefly discussed. As society and institutions of higher learning become more global and multicultural, clinician-educators may benefit from teaching in other countries in order to enhance their teaching skills with NESB learners, both abroad and in their own institutions.
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Affiliation(s)
- Gurpreet Dhaliwal
- San Francisco VA Medical Center, 4150 Clement Street (111), San Francisco, CA, 94121, USA.
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Karibe H, Suzuki A, Sekimoto T, Srithavaj MT, Iamaroon A, Warita S, Kawakami T, Ogata K, Shirase T, Nakahara S. Cross-Cultural Comparison of the Attitudes of Dental Students in Three Countries. J Dent Educ 2007. [DOI: 10.1002/j.0022-0337.2007.71.11.tb04417.x] [Citation(s) in RCA: 37] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/12/2022]
Affiliation(s)
- Hiroyuki Karibe
- Department of Pediatric Dentistry; School of Life Dentistry at Tokyo; Nippon Dental University
| | - Atsuko Suzuki
- Department of Pediatric Dentistry; School of Life Dentistry at Tokyo; Nippon Dental University
| | - Tsuneo Sekimoto
- Department of Pediatric Dentistry; School of Life Dentistry at Tokyo; Nippon Dental University
| | | | - Anak Iamaroon
- Department of Orthodontics and Pediatric Dentistry; Nippon Dental University Hospital
| | - Sachie Warita
- Department of Orthodontics and Pediatric Dentistry; Nippon Dental University Hospital
| | | | - Kiyokazu Ogata
- International Relations; Faculty of Dentistry; Mahidol University
| | - Toshiomi Shirase
- Department of Odontology and Oral Pathology; Faculty of Dentistry; Chiang Mai University
| | - Sen Nakahara
- Nippon Dental University; School of Life Dentistry at Tokyo and Niigata
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Ypinazar VA, Margolis SA. Western medical ethics taught to junior medical students can cross cultural and linguistic boundaries. BMC Med Ethics 2004; 5:E4. [PMID: 15283868 PMCID: PMC509252 DOI: 10.1186/1472-6939-5-4] [Citation(s) in RCA: 11] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/14/2004] [Accepted: 07/30/2004] [Indexed: 11/10/2022] Open
Abstract
BACKGROUND Little is known about teaching medical ethics across cultural and linguistic boundaries. This study examined two successive cohorts of first year medical students in a six year undergraduate MBBS program. METHODS The objective was to investigate whether Arabic speaking students studying medicine in an Arabic country would be able to correctly identify some of the principles of Western medical ethical reasoning. This cohort study was conducted on first year students in a six-year undergraduate program studying medicine in English, their second language at a medical school in the Arabian Gulf. The ethics teaching was based on the four-principle approach (autonomy, beneficence, non-malfeasance and justice) and delivered by a non-Muslim native English speaker with no knowledge of the Arabic language. Although the course was respectful of Arabic culture and tradition, the content excluded an analysis of Islamic medical ethics and focused on Western ethical reasoning. Following two 45-minute interactive seminars, students in groups of 3 or 4 visited a primary health care centre for one morning, sitting in with an attending physician seeing his or her patients in Arabic. Each student submitted a personal report for summative assessment detailing the ethical issues they had observed. RESULTS All 62 students enrolled in these courses participated. Each student acting independently was able to correctly identify a median number of 4 different medical ethical issues (range 2-9) and correctly identify and label accurately a median of 2 different medical ethical issues (range 2-7) There were no significant correlations between their English language skills or general academic ability and the number or accuracy of ethical issues identified. CONCLUSIONS This study has demonstrated that these students could identify medical ethical issues based on Western constructs, despite learning in English, their second language, being in the third week of their medical school experience and with minimal instruction. This result was independent of their academic and English language skills suggesting that ethical principles as espoused in the four principal approach may be common to the students' Islamic religious beliefs, allowing them to access complex medical ethical reasoning skills at an early stage in the medical curriculum.
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Affiliation(s)
- Valmae A Ypinazar
- School of Education, James Cook University, Townsville, Queensland, 4810, Australia
| | - Stephen A Margolis
- Department of General Practice, Monash University, 867 Centre Road, East Bentleigh, Victoria, 3165, Australia
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