The Student‐Teacher Shuttle Card for Japanese Dental Students Taking a Dental English Course

Abstract

There has been a noticeable change of curricula in specialized and technical courses offered in Japanese schools and universities. One of these is the integration of English for general and specific purposes in the dental curriculum. Although a number of studies have assessed the former, very few have assessed English for specific purposes education for dentistry in Japan. Further, studies that look into methods of facilitating its integration into the dental curriculum, what the course comprises, and the specific needs of students are therefore needed. Because Japanese students rarely participate actively in studentteacher interaction, this article describes how the student-teacher shuttle card, a type of journal, was used to identify students' specific satisfaction or needs and implications for improving course management. Consecutively used for 3 years in a dental school setting, freshmen students were able to convey their questions and opinions easily through the card. Entries from the card may be used to maintain, improve, or develop better teaching methods. They may also identify students who need more attention or who can be used as models for others during group discussions or practical exercises.

Undergraduate Dental English Education in Japanese Dental Schools

“…In the past, most Japanese dental students were less likely to think of the possibility of treating foreign patients in their future practice as dentists, presenting at international conferences, or continuing their studies outside of Japan 5 . Recently, however, there has been an increase in Japanese students who want to develop their English skills, regardless of whether they plan to practice in Japan or go abroad to study or work 2 ,4,7,38–40,43– 45 . The majority of students now foresee the need to be globally competent and would prefer to have more semesters allotted for a dental English course 4 , 5 .…”

“…The agenda should include the setting of general and specific instructional objectives, the structure and content of the curriculum, and the sharing of teaching and learning methods by teachers of the courses. The recommended curriculum should include basic and technical vocabulary, reading, writing, and speaking activities to motivate students 45 , 52…”