Abstract
The main goal in teaching of dental medicine is to support students in their seeking of theoretical and practical knowledge. The aim of the authors is to confirm or reject the hypothesis concerning the positive effects of reviews for higher learning outcomes based on an analysis of student reviews. Material and methods: Subject of investigation were twenty five students from two groups in the year 2012-2013 and one group in 2013 – 2014 (average 8-9 students in group). Students were asked to write reviews starting with hierarchical summarization of the textbook and including additional information gathered from internet and the library. Results and discussion: For the period of 2012-2014 from 3 groups /25 students/ were received 14 reviews and 8 reviews were at the stage of hierarchical summarization, argument maps and selected material. Conclusion: Analysis of results showed positive correlation between writing and the exam marks with best results in the group with the greatest activity. All students who wrote reviews even those at the project stage received excellent marks with one exception where the mark was very good.
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