Український стоматологічний альманах (Mar 2015)
PSYCHOPHYSIOLOGICAL APPROACHES IN TEACHING STUDENTS OF DENTAL FACULTIES
Abstract
The article contains materials of pilot study, which is devoted to the formation of directed practical knowledge and skills in students. When using the classic system of students’ training for practical knowledge and skills in periodontology teacher spends a lot of time, but observes poor mastering the material through students` misunderstanding of what their tasks are. The objective of our experiment was to increase the effectiveness of practical skills in periodontology. We have formed two groups of students from different groups of the 4th year, who studied the course of periodontology. The 1st group of students (35 persons) was explained the specific purpose and benefits of manual removal of dental plaque with Gracie curettes and shown a specified manipulation scheme. The teacher slowly demonstrated every element of action, specific tools and a tooth for which it is used in the jaw model. Then the students were asked to carry out the removal of dental plaque, following the scheme, on their own. The 2nd group of students (34 persons) was taught to remove dental plaque with Gracie curettes in a traditional way. The teacher first explained the significance of this manipulation and then slowly showed it on a jaw model. Then students independently performed this manipulation. We were comparing the successfulness of the mastering practical skills and developing sustainable automation skills. The results have shown that 34 students of the 1st group (97.1%) from the first time removed dental plaque properly, and after 10 identical manipulations in all groups of students there have been developed sustainable automation skills. After each student of the 2nd group performed on 10 identical manipulations, only in 44.1% of students (15 persons) sustainable automation skills have been developed. It should be noted that the major manipulations of this group of students were accompanied by a lot of mistakes, the students picked the wrong tools for the removal of deposits. It takes teacher a lot of time to correct errors. The proposed method is an effective means of directed formation of a set of manual actions in students. Creating schemes of steps during a particular manipulation makes it possible to simplify the training process, reducing the time for the formation of sustainable automation skills in students.
