School of Dental Medicine, University of Zagreb, Croatian Dental Society - Croatian Medical Association
Abstract
The article mentions ways of inducing students of dentistry to tako an active part in the teaching process. In the direct activation process the teacher establishes contacts with his students during the practical part of their training and thus gets to know them individually. In the indirect activation process the subject must be presented to the students in the best possible and most interesting way. In both cases each subject that is taught must be a sequel to the previous one, so to say a superstructure although it is not necessary to lecture on every chapter foressen in the plan. However, these chapters which have been chosen in agreement with the students must be treated systematically. Lectures in the form of a seminar particularly tend to stimulate students to take a more active part in the teaching process, especially if the students are asked to lecture themselves and if the lecturer is selected shortly before the lecture is to start. After the lecture a discussion usually develops. The discussion is started by the students themselves while the teacher acts as adviser, guiding and complementing the discussion. The negative side of the seminar method of teaching is that it requires more time than the classical method of teaching. The author thinks that such a form of tuition will become possible at a later stage when the study of stomatology will extend to a period of approximately 6 years. The audio-visual method of teaching has also been mentioned as one of the methods to activate the students more without taking up too much of their time. The teacher has then more spare time for scientific and research work. This method is, however, expensive. Although we cannot altogether introduce the most modern ways and methods of teaching, great improvements might be possible if we adopt some of these educational measures.Das Aktivieren der Studenten im Laufe der Ausbildung kann auf direkte oder indirekte Weise erfolgen. Die direkte Aktivierung besteht im unmittelbaren Kontakt des Hochschullehrers mit den Studenten während der Übungen. Bei der mittelbaren Aktivierung muss der Gegenstand für den Studenten besonders anziehend dargestellt werden. Besonders anregend wirken Seminare, falls sie von den Studenten selbst ausgeübt werden und der Vortragende erst vor Beginn der Vorlesung gewählt wird. Nach beendeter Vorlesung entwickelt sich eine Diskussion, welche von den Studenten begonnen wird, der Hochschullehrer soll sie nur leiten und ergänzen. Die Schattenseite des Seminar-Unterrichts ist der grössere Zeitverlust im Verhältniss zum klassischen Unterricht. Der Autor ist der Meinung, dass für diese Art von Ausbildung ein Studium von sechs Jahren notwendig ist. Es wird auch der audiovisuelle Typus des Unterrichts erwähnt, welcher zeitsparend ist, doch sind seine Kosten grösser. Die angeführten pädagogischen Massnahmen tragen viel zu einer besseren Ausbildung bei.U članku se govori o boljem aktiviranju studenata stomatologije u pedagoškom procesu. U direktnom aktiviranju nastavnik dolazi u kontakt sa studentima za vrijeme vježbi i tako individualno kontaktira s njima. U indirektnom aktiviranju predmet mora biti što interesantniji za studenta. U oba slučaja svaki predmet mora biti nadogradnja prethodnog, iako se sva poglavlja ne moraju predavati. Ona, koja se dogovorno sa studentima odaberu trebaju biti sistematska. Predavanja u seminarskom obliku posebno aktiviraju studente ako ih sami studenti izvode a predavač se odredi neposredno prije početka predavanja. Po završenom predavanju razvija se diskusija, koju započinju studenti a nastavnik je usmjeruje i nadopunjava. Nepovoljna strana seminarskog načina nastave je u tome što iziskuje mnogo više vremena od klasične nastave. Autor smatra da će takva nastava biti moguća kad će stomatološki studij trajati 6 godina. Spominje se i audiovizuelni način nastave koji studenta više aktivira a vremenski ga ne preopterećuje pa nastavnik ima više vremena za naučno istraživački rad. Taj je način nastave međutim skup. lako ne možemo u potpunosti uvesti najsavremeniji način nastave ipak ćemo mnogo poboljšati nastavu, pridržavajući se spomenutih pedagoških mjera
