EXPERIENCE OF INTERACTIVE LECTURES FOR TEACHING PROSTHETIC DENTISTRY

Abstract

Purpose of the study is to summarize the experience of the Department of Prosthetic Dentistry of the Dnipro State Medical University regarding the use of an interactive form of lectures on prosthetic dentustry among students of the second level of higher education studying under the educational and professional program “Dentistry”. Research methods. 437 students of the 5th year were involved in this study. During 2020-2024, they had interactive Google Meet lectures on prosthetic dentistry. It was determined the conditions of the educational environment of the interactive lecture, the principles of its organisation and its effectiveness. It was used the method of analysis and systematization of scientific sources; method of lecture components modelling; empirical and theoretical pedagogical research methods, including direct and indirect pedagogical observation; interview method with research subjects; questionnaire method; ascertaining and creative pedagogical experiments; method of comparison; method of synthesis and analysis. Statistical processing of the questionnaire results was carried out using MS Excel 2016. Scientific novelty. According to our observations, an effective interactive lecture requires the lecturer’s transformation from a translator of information into a moderator of the educational process; increasing the activity of students; the use of modern technologies for visualizing educational material. Besides, an interactive lecture requires a highquality presentation; mutually interested communication; feedback; the lecturer’s constant control of students’ attention. In prosthetic dentistry, the interactive format of lectures is most appropriate for the 5th year students. For the 3th-4th year students, informational and instructional lectures with interactive elements are more effective. Preference should be given to a problem lecture with a block structure, which includes a problem block (introduction, statement of the problem); the main part – combination of information blocks, discussions and tests; block of analysis and synthesis; final block. In the introduction, it’s necessary to present the topic of the lecture in the context of the whole discipline, make connections with the studied material and explain its structure. At the beginning, the use of clinical tasks provides further interest to the lecture. The main part of the lecture is organized according to the deductive principle and from three information blocks. We use test control as “active breaks”. At the end, the answers to the previous clinical (problem) situations should be announced, as well as a short test with visualization of the questions and discussion of the correct answers. According to the test results, the degree of assimilation of the lecture material increases from 25.6 % for the traditional form of lecture to 61.1 % for the interactive one. Conclusions. Interactive lectures transform students from passive listeners to active participants in the educational process. Unlike traditional lectures, which involve passive presentation and listening, interactive forms allow active assimilation of the material. With the interactive format of lectures, feedback with students provides not only control of the students’ attention, but also an increase in their cognitive activity, development of analytical thinking and communication skills.