Attitudes of Future Dentists Towards Different Teaching Methods in Paediatric Therapeutic Dentistry

Abstract

Academic process in Ukraine have dramatically changed due to pandemic Covid 19 and martial law. Practical online classes have been adapted to the need for interruptions during air raids and training of students with an individual schedule. Practical online were organized offline and online, and adapted to the need for interruptions during air raids. Therefore, teachers should to change an approach to academic process, improving in students listening, communication, soft, and practical skills.
 The aim of the study was assessment the students` attitudes towards different teaching methods, which they evaluated maximally useful. Questioning was conducted among 401 international students of the thirdfive years of study, language of learning of which was Ukrainian or English. Survey included questions about social-demographic factors and students` attitudes towards different teaching methods in pediatric therapeutic dentistry. Teaching methods included Power Point presentation (PP), conventional lecture, case study method, work with whole group, usual and control questioning, discussion in small group, videomaterials, problem basic learning (PBL) and role playing. Answers evaluated based on 4-scores scale and united into 2 groups of favorable and unfavorable answers. Obtained results were processed with Excel.
 75,7% males chose сase study method, 73,78% selected work in small groups, and 71,2% preferred PBL that was higher compared to females, but the difference was statistically significant only for сase study (р<0,01). 70,65% females prefer PP, 68,48% conventional lecture, 70,65% questioning, 55,43 % work at whole group and 51,09% role playing, but the difference was statistically significant only for PP (р<0,01). The most effective teaching methods were lecture (69,82%), case study (69,08%), usual questioning (70,07%), videomaterials (76,05%) and PBL (71,07%), however, the lowest estimation had role playing, on our opinion, due no familiarization with this method.
 Students learnt on Ukrainian language better evaluated PBL, videomaterials, usual and control questioning. On our opinion, these students better accepted overmentioned methods, because they studied at preparatory department before PSMU or familiarized with these methods at another department. PBL, case study and role playing used significantly more during practical classes of students of the 4-5 years of study, but were enough effective for students of the third year of study.
 Students studied in English better evaluated role playing, work in small groups, conventional lecture and PP. Perhaps, these methods were usual for them in home countries. It would be grateful, if students could study in small subgroups at dental departments.
 Therefore, students should to move from passive obtaining of knowledge to active participation in learning process with aid of teacher. Implementation of alternative education technologies complemented conventional ones, may improve professional competences, stimulate development of communication skills, thinking, and improve motivation to study. It is important to take into consideration exist attitudes of the second year students towards different teaching methods in clinical departments and involve students in effective teaching methods actively.
 The relationship between gender and student preferences, language of studying and evaluation of the effectiveness of different teaching methods have been identified. Understanding how to involve students in different teaching methods will help researchers to find a way to encourage every international student to active learning. Future research should assess how students' attitudes toward different teaching methods change from the 2nd to the 5th year.

Experience of using an electronic educational and methodological complex for organizing the independent work of students of the specialization cycle in orthodontics

“…Головна мета сучасної освіти, згідно з наявною парадигмою, створення умов розвитку та самоорганізації майбутніх фахівців [2] не може повною мірою вирішуватися традиційними стандартними методами навчання [1], які спрямовані в основному на придбання, розширення та поглиблення знань шляхом повідомлення інформації, її відтворення та конкретних професійних дій за готовим алгоритмом [3].…”