@article{oai:tohoku-mpu.repo.nii.ac.jp:00000770,
 author = {渡部, 俊彦 and Watanabe, Toshihiko and 伊藤, 邦郎 and Itoh, Kunio and 八木, 朋美 and Yagi, Tomomi and 成田, 紘一 and Narita, Kohichi and 中林, 悠 and Nakabayashi, Yu and 青木, 空眞 and Aoki, Sorama and 山本, 由美 and Yamamoto, Yumi and 生田, 和史 and Ikuta, Kazufumi and 林, もゆる and Hayashi, Moyuru and 山本, 由似 and Yamamoto, Yui and 高井, 淳 and Takai, Jun and 佐藤, 厚子 and Satoh, Atsuko and 諸根, 美恵子 and Morone, Mieko and 亀岡, 淳一 and Kameoka, Junichi and 大野, 勲 and Ohno, Isao and 米澤, 章彦 and Yonezawa, Akihiko},
 issue = {65},
 journal = {東北医科薬科大学研究誌, Journal of Tohoku Medical and Pharmaceutical University},
 month = {Dec},
 note = {It is vital for learners to develop appropriate motivation and attitudes towards active learning in order to achieve higher educational effects. Instructors are, therefore, desired to have skills to evaluate the motivation and attitudes of active learning participants, and to teach them in an appropriate manner.
Learning attitudes can be objectively evaluated by means of a checklist, as they are externalized; however, motivation for learning is an internal state, and so it is necessary to elicit learners’ thoughts to evaluate objectively.
Involving 1st-year medical and pharmacy students who participated in the presentation on the FY 2018 early stage on-site training, we objectively evaluated and analyzed questions generated by them regarding presentations, with the aim of promoting the educational quality of active learning.
as the results, no significant difference was observed in the ability to generate questions regarding presentations between medical and pharmacy students. on the other hand, the percentage of students who asked questions to the speaker was approximately 3 times higher in medical than pharmacy students, showing a significant difference. In addition, the mean number of inquiries to the speaker was approximately 2 times higher in medical than pharmacy students, showing a significant difference.
although the above results showed no difference in the ability to generate issues between medical and pharmacy    students of this year, medical students more actively asked questions for clarification.},
 pages = {49--54},
 title = {発表内容から疑問点を抽出する能力と質問を行う能力の客観的評価と解析　～2018 年度の本学医学部1 年生と薬学部1 年生に対する調査～},
 year = {2018},
 yomi = {ワタナベ, トシヒコ and イトウ, クニオ and ヤギ, トモミ and ナリタ, コウイチ and ナカバヤシ, ユウ and アオキ, ソラマ and ヤマモト, ユミ and イクタ, カズフミ and ハヤシ, モユル and ヤマモト, ユイ and タカイ, ジュン and サトウ, アツコ and モロネ, ミエコ and カメオカ, ジュンイチ and オオノ, イサオ and ヨネザワ, アキヒコ}
}