Student Perceptions of Key Terminology Tests in Dental Physiology Education: A Single-Institution Evaluation

Objective: This study evaluated the educational value and motivational impact of unit-based Key Terminology Tests, combined with a dedicated glossary, in a second-year dental physiology course designed to support preparation for computer-based testing (CBT) and the Japanese National Dentist Examination. Methods: Seventy-six second-year dental students completed periodic terminology tests aligned with lecture units (50 items per test, 25 min each). Bonus points were awarded for scores of ≥45/50. At the end of the semester, students completed an anonymous questionnaire assessing perceived test burden (scope, duration, and number of items), preparation time, clarity and use of the glossary, perceived contribution to lecture comprehension, and the motivational impact of bonus points. Quantitative data were summarized descriptively, and free-text responses were analyzed thematically. Results: Most students rated the test scope and number of questions as appropriate (50.0% and 67.1%, respectively), although 48.7% perceived the scope as somewhat excessive or excessive, and 35.6% felt the time limit was short or somewhat short. The glossary improved lecture comprehension for 68.4% of respondents, and bonus points enhanced learning motivation for 53.9%. In addition, 86.9% reported using the glossary at least occasionally during routine study. Conclusions: Students perceived the terminology test system as supportive of lecture comprehension, perceived learning support, and sustained learning motivation, suggesting that it may serve as a useful preparatory approach for CBT and the National Dentist Examination.