CLINICAL CONFERENCE ON PRACTICAL CLASSES IN DENTAL THERAPY
Authors: Manashchuk N.V. , Zaliznyak M.S. , Boitsaniuk S.I. , Levkiv M.O. , Pohoretska Kh.V. , Patskan L.O. , Chornij N.V. 
Published: October 2024

The modern education reform in Ukraine aims to provide high-quality subject training for specialists while reducing classroom load and increasing access to information. One of the ways to solve this problem is to introduce new, more effective methods and technologies of learning. An essential stage in training of doctors from the first years of study is the formation of clinical thinking, the ability to analyze and synthesize data, determine the criteria for making a diagnosis, and draw up a rational treatment plan. Developing this ability requires knowledge and practical experience, starting in educational institutions and continuing in clinical settings. Technologies and techniques of learning and teaching clinical disciplines are gaining particular relevance and determining importance.
The training of dentists at the Department of Dental Therapy of I. Horbachevsky Ternopil National Medical University always meets the requirements of the times. Special attention is paid not only to the high-quality teaching of the discipline but also to the diversification of the organization of practical classes.
The early years of medical specialists' training are crucial for developing clinical thinking. This process hones the ability to analyze and systematize data, define criteria for establishing a diagnosis, and compile a plan of effective treatment. At I. Horbachevsky Ternopil National Medical University, special attention is given to the qualitative teaching of the discipline and the diversification of the pedagogical process, with the clinical conference playing a pivotal role in this development.
At the Dental Therapy Department, the study of the 'Dental Therapy' discipline concludes with a student clinical conference, a good tradition. This conference, held for the 5th-year students in the X semester, involves three groups of students who are currently completing their study of the subject. In each group, a student-curator who represents a specific clinical case is selected. Students present reports with a visual presentation of the patient's clinical condition, the results of the primary and additional methods of examination, differential diagnosis of the disease, the treatment scheme of the patient and its effectiveness. An important stage at the conference is the performance of prepared opponents, who are appointed from among the students of another group. On the eve of the meeting, the opponents directly familiarize themselves with the work of the student-curator, analyze the sequence of the patient's examinations, the correctness of the diagnosis, the preparation of medical documentation, the differential diagnosis of the disease, evaluate the treatment scheme, ask questions and express observations. The lecturers play a crucial role in this process, providing guidance and doing summaries of the clinical conference, ensuring that the learning objectives are met and the student's progress is acknowledged.
Clinical conferences, are not just about deepening and systematizing theoretical knowledge or developing clinical thinking. They also provide a unique and invaluable opportunity for students to gain experience in public speaking. This experience, coupled with the development of personal qualities such as communication and cooperation, prepares students for the challenges they will face in their future careers. This holistic approach to medical education is a key part of the learning process, instilling confidence and readiness in the students.