Application of the method of cooperative learning during the study of subject «pediatric therapeutic dentistry» to the IV year students of the faculty of dentistry of the Ivano-Frankivsk national medical university

Abstract

Objective. To increase the efficiency of the educational process by applying one of the methods of interactive learning during the practical training to the fourth year students specialized in pediatric therapeutic dentistry of the faculty of dentistry.Мaterial and methods: Implementation into the educational process of the method of cooperative groups as an interactive form of training in order to improve the learning of educational material on the subject «Pediatric therapeutic dentistry» to the fourth year students of the faculty of dentistry, Ivano-Frankivsk National Medical University (IFNMU).Rеsults. The article highlights modern approaches to the organization of practical classes on the subject «Pediatric Therapeutic Dentistry». In order to improve material mastering and development of clinical thinking, we have proposed the method of interactive learning as a method of cooperative groups, in a practical lesson that lasts 4 academic hours. The group receives a specific task, for example, to conduct a differential diagnosis of caries and pulpitis, acute forms of pulpitis and periodontitis, chronic forms of pulpitis and periodontitis, or chronic forms of periodontitis among themselves. In addition to the report in their group, students should participate in reports from other groups — to complete, identify errors, ask questions, discuss possible alternatives to diagnostic tests, and justify their feasibility in this clinical case. The results of using the technology of interactive learning by the method of cooperative groups at the Department of Pediatric Dentistry for the study of the subject «Pediatric Therapeutic Dentistry» to the fourth year students of the Faculty of Dentistry IFNMU showed an increase in the student's motivation to repeat the study material, study it and in-depth analysis. Such a pedagogical technique enhances the level of knowledge of the material studied topics, forms the student's ability to communicate and work collectively, correctly formulate questions to colleagues or make remarks. Conclusions. Consequently, the correct organization and implementation of practical lessons in pediatric therapeutic dentistry can improve the efficiency of the educational process at the Faculty of Dentistry, and the use of various technologies of cooperative learning in the process of preparing future dentistry doctors is appropriate.