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

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