Introduction of formal debate into a postgraduate specialty track education programme in periodontics in Japan

摘要: Aim:  To evaluate the formal debate as an active learning strategy within a postgraduate specialty track education programme in periodontics. Methods:  A was implemented programme. The participants were full-time faculty, residents and dentists attending special courses at teaching hospital Japan. They grouped into two evenly matched opposing teams, judges audience. As preparation for debate, attended lecture on critical thinking. At time of each team provided theme report with list references. Performances contents evaluated by course instructors Pre- post-debate testing used to assess participants’ objective knowledge clinical periodontology. Results:  Evaluation revealed that scores criteria, such presentation performance, response logic rebuttal effectiveness relatively low. Thirty-eight per cent demonstrated higher test after although there no statistically significant difference mean between pre- post-tests. end vast majority recognised significance importance programme. Conclusion:  It suggested incorporation could serve educational tool