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Improving Learning Outcomes in Dentistry College Students: The Impact of Learning Strategies

Uchida Ryuji, Tsuzuki Takashi, Kodama Jun, Maruta Michito, Okamoto Fujio, Kawaguchi Tomohiro, Ohgi Kimiko, Ishikawa Hiroyuki and Takahashi Yutaka

Even after graduating from dental college, one need to continue learning in one’s occupational and civic life, and the importance of acquiring new learning skills is increasing. However, the learning environment where necessary knowledge and skills are acquired is very different from a typical school setting. Therefore, it is necessary to acquire learning strategies before graduation that can help dental graduates cope with real-life situations. Historically, education has centered on providing academic guidance for knowledge and skills that need to be learned; however, there is inadequate guidance about learning strategies or learning ability that can be used as new skills and that need to be assimilated into daily life. To date, various factors related to learning have been examined in terms of educational psychology. In this study, we focused on learning strategies that are cognitive strategies to improve the efficiency of learning in a dental school. A factor analysis on learning strategies consisted of 12 scales, which were analyzed using the maximum likelihood method. On the subscales of the obtained results, the correlation between the students with learning outcomes in the top 25% and those in the bottom 25% was analyzed. The results can begin to define the required abilities and characteristics of dental school students, and this understanding can be used to support the success of students aiming to be admitted to dental schools.