School of Dentistry Program of Dentistry
|Subject Name in
KAWAGUCHI HIROYUKI,TAKANAGA SHIGERU,TAJI TSUYOSHI,NISI HIROMI,OBAYASHI TAIJI
|カワグチ ヒロユキ,タカナガ シゲル,タヂ ツヨシ,ニシ ヒロミ,オオバヤシ タイジ
2nd-Year, Second Semester, 3Term
|Days, Periods, and Classrooms
3. I do presentations and discussion with the whole group discussion by small groups of 6-7 people: SGD, PBL method.
4. Role-playing simulation method
Student performs the role-play with simulated patients or to each other, and to debate.
||Language on Instruction
||2nd year students in school of dentistry
communication, interpersonal communication, health communication, atitude, ethics and professhonalism, behavior science,Practical work experience
|Special Subject for Teacher Education
|One of the most important learning outcomes to be acquired (graduation) undergraduate at the end, may take action valuable for building a good human relations in the medical, health and welfare and, on sending a social life it is to learn to health, as well as interpersonal communication skills as possible. Of course, you must also includes a meta-cognitive skills and cognitive criticism and logical thinking and ethics and professionalism, problem solving, reasoning, inference, and evaluation and overall judgment to it.|
The first stage :( liberal education → professional basic education) → interpersonal communication theory, medical communications Fundamentals (2 years)
・Skills for appropriately communicating with patients, their families, and other medical staff
|Wearing a basic ability of health communication and communication this "interpersonal communication theory", in the "Medical Communication Science theory", and that can exhibit behavioral characteristics of value, along with the experience and communication of experience in the daily life of then, professional basic education you'll be learning during the medical interview in, informed consent, guidance (patient guidance), counseling, safety management (such as risk communication), and deepen this capability even further. Of course, for this reason, cognitive psychology and ethics and professionalism, scientific and logical thinking, reasoning reasoning, deepen the self-driven learning capabilities such as reflection (reflection) is essential.
In addition, all two-way teaching in undergraduate (psychology, ethics, philosophy, education, behavioral science, contents of "interpersonal communication theory" and "medical communications foundation theory" is, social human relations in liberal arts education and etc.) academic, clinical foundation courses of all are closely related, including the comprehensive dental care science. Of course, that everyone has to experience it or obtained (club, circle, social activities, part-time job, such as everyday life) by extra-curricular activities will also be an Class as "interpersonal communication theory" of "medical communications foundation theory" is omnibus experts and medical system and the humanities is responsible, it is a lesson to be closely related, the person in charge of each successive two subjects make the lesson with. We will also (Lecture commentary, presentation, role play, group work, such as reading and writing) as a two-way teaching all of the classes of 15 times. In addition, we plan to evaluate for the credits, is carried out using a written test (recording of the self-learning of the individual) portfolio.important learning resources.
general remarks of communication, definition, model
verbal communication and non-verbal communication
communication, representation, explanation
listening, medical interview
first impression, noise
non-verbal communication, context
lesson7 not decided
health communication, listening closely
gesture, cooperative conversation
error of communication
medical interview, written examination
● M.L. Patterson（工藤 力監訳）: 非言語コミュニケーションの基礎理論, 第2版, 誠心書房, 2001.
● D.L. Roter & J.A. Hall(石川ひろの、武田裕子監訳): 患者と医師のコミュニケーション―より良い関係作りの科学的根拠,, 篠原出版、2007.
|PC or AV used in
|PC, projector, DVD
|Able to meet the requirements of the course: intention.
• I regarded as unrelated fragments of knowledge course
• I earnestly stores the facts. To repeat the procedure earnestly learned.
• To study without purpose that way also want to consider.
• To characterize the new concept means is difficult.
• Do not see the value almost the challenges that are also set in the course.
• To challenge, I feel the anxiety and pressure helpless.
Understanding the concept proactively: intention.
• I associate with the experience and knowledge to an existing concept.
• I look for a principle that is in, and its underlying pattern that is common.
• Check the evidence and associate it with a conclusion.
-Causally, I examine critically and discussion logic.
• The use of rote learning if necessary.
And understanding deepens, and recognizes the level of understanding of their own.
• I will have the active interest by the contents of the course.
(Modified quote Deep approaches and distinctive ways of thinking) Tamagawa University Publications Department, from 2010: University Professor duplicate an understanding of the student ("Teaching for understanding at university entry U~isuru, N (Suguru Yamaguchi Eiichiro translation);...)
|| In addition, all two-way teaching in undergraduate (psychology, ethics, philosophy, education, behavioral science, contents of "interpersonal communication theory" and "medical communications foundation theory" is, social human relations in liberal arts education and etc.) academic, clinical foundation courses of all are closely related, including the comprehensive dental care science. Of course, that everyone has to experience it or obtained (club, circle, social activities, part-time job, such as everyday life) by extra-curricular activities will also be an important learning resources.
Class as "interpersonal communication theory" of "medical communications foundation theory" is omnibus experts and medical system and the humanities is responsible, it is a lesson to be closely related, the person in charge of each successive two subjects make the lesson with. We will also (Lecture commentary, presentation, role play, group work, such as reading and writing) as a two-way teaching all of the classes of 15 times, and every year, in the last lesson, plan a simulated joining interview or simulated medical interview have.
In addition, we plan to evaluate for the credits, is carried out using a written test (recording of the self-learning of the individual) portfolio.
1. The evaluation consists of product, portfolios (50%) and written examinations (50%).
2. There is a need to attend all the classes. Absent evaluated by demerit mark method, if the absence exceeds one-third (5 times) of all the classes, is not the credits.
3. Written test is not the measure of the (memory) mere recall. It measures (application, analysis, evaluation and judgment) the ability to think logically.
Items: 4th grade: strongly agree, agree, not agree very much, not agree
|Summary of Practical Experience and Class Contents based on it
||Notes for Students
Prerequisite, etc. 1. Let the self-driven learning using the portfolio.
2. If the absence is more than one-third, and then determined to be outside the scope of performance
||Active Learning: Unlike education lecture format one-way by teachers, a general term for teaching and learning method that incorporates the participation in the Master of active learners. By Master of person to learn actively, to promote the development of general ability, including cognitive, ethical, social competence, education, knowledge, and experience. Discovery learning, problem-solving learning, experiential learning, exploratory learning, and the like, but the group discussion, debate, group work or the like in the classroom is also an effective method of active learning (active learning). (The modified quoted Ministry of Education, Culture, Sports, Science and glossary)
Retention rate of (knowledge) learning in lecture is only about 5%, to an understanding of such concept of establishment of systematic knowledge, group discussions, debates, group work, presentations, role that takes place in the classroom of the future in addition to active learning class evaluation play, and teach such as, portfolio involved in the evaluation, (comments), and feedback to the (active learning), deep learning is required.
By fusion of deep learning and active learning, you will aim to build a body of knowledge of their own and proactive involvement in learning. Therefore, by (remarks and actions), the depth of the Master of your (achievement) is left and right participation or the degree of participation in the class of your own.
|Please fill in the class improvement questionnaire which is carried out on all classes.
Instructors will reflect on your feedback and utilize the information for improving their teaching.