Abstract
In workshops(WSs)that are part of faculty development, it is first important to set an objective, and then for small numbers of participants to engage in effective and efficient within-group discussions in order to achieve that objective. Generally, tasks in WSs are performed in order to achieve the objective, and WS participants must present feasible products through an on-site learning process in a limited amount of time. They then engage in discussions with other WS participants. Regarding the specific methods and materials for assessing a WS and evaluating its effects on participants, analyses of the WS products and questionnaires, which provide a good general overview, have been carried out and reported. However, studies on the assessment of computer-based testing(CBT)WSs in dental medicine and its effects are extremely limited. Therefore, in the present study, with the objective of achieving further progress and improvement in dental education, we evaluated the effects of CBT WSs on the education and awareness of participants, and report the results herein. An examination regarding the level of understanding achieved according to type of question or educational activity was carried out on participants both pre-and post-WS. In the overall post-WS assessment, the mean scores regarding the value and appropriateness of the content were high, and the WS method was highly evaluated in terms of effectiveness. The mean scores for level of understanding attained through question types were significantly higher post-WS than pre-WS (P ＜ 0.001). The mean scores for level of understanding regarding the Model Core Curriculum for Dental Education and the importance of student-oriented education, as well as self-evaluations of the level of educational awareness were also significantly higher post-WS than pre-WS(P＜ 0.001). These results suggested the value and appropriateness of the WS content, as well as the effectiveness of the WS as a study method. The results also indicated that WSs contribute to deeper educational understanding and improved awareness, as they were shown to be both useful in helping participants better understand CBT-related questions and effective in helping participants master alternative questions with high applicability.
Introduction
In order to foster outstanding physicians and dentists capable of responding effectively to requests from citizens and larger society, the establishment of an evaluation system that can be commonly used by each university has become necessary (1, 2) . Computer-based testing (CBT), Objective structured clinical examinations(OSCE)and portfolios are the methods currently used to evaluate the knowledge, skills, and attitudes of students, respectively.
Introduction
However, evaluation methods vary widely; for example, one learner assessment tool, work-based assessment(WBA), is the method primarily used at medical sites (3) (4) (5) (6) (7) (8) (9) (10) .
Introduction
In this study, we publicly sought questions for use in CBT from all universities in Japan. Next, the questions were reviewed and revised by the CBT Implementation Subcommittee, which is made up of university faculty members delegated by a common testing implementation mechanism, before being used as test questions (1, 2) . New questions are requested from universities annually, but since high quality questions are required, each university holds in-school workshops(WSs)and establishes committees for brush-ups to improve the educational capability of faculty members(1,2).
Introduction
Moreover, in WSs that are part of faculty development (FD), it is important to set objectives, and then for a small number of participants to each engage in effective and efficient within-group discussions in order to achieve those objectives. Generally, tasks in WSs are aimed at achieving an objective, and WS participants must present feasible products through an on-site learning process in a limited amount of time before engaging in discussions with other WS participants (1, 2) . Concerning the specific methods and materials for assessing a WS and evaluating its effects on participants, analyses of the WS products and questionnaires, which provide a good general overview, have been carried out and reported (11) (12) (13) (14) (15) . However, studies on the assessment of CBT WSs in dental medicine and its effects are extremely limited. Therefore, in the present study, with the aim of achieving further progress and improvement in dental education, we evaluated the effects of CBT WSs on the education and awareness of participants.
Materials and Methods
An anonymous self-report examination was carried out on respectively. These findings also indicated significant 

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