APA 6th Edition Logar, A. (1969). Some ideas about better training of students of dentistry. Acta stomatologica Croatica, 4 (3), 128-131. Preuzeto s https://hrcak.srce.hr/108737
MLA 8th Edition Logar, A.. "Some ideas about better training of students of dentistry." Acta stomatologica Croatica, vol. 4, br. 3, 1969, str. 128-131. https://hrcak.srce.hr/108737. Citirano 29.09.2020.
Chicago 17th Edition Logar, A.. "Some ideas about better training of students of dentistry." Acta stomatologica Croatica 4, br. 3 (1969): 128-131. https://hrcak.srce.hr/108737
Harvard Logar, A. (1969). 'Some ideas about better training of students of dentistry', Acta stomatologica Croatica, 4(3), str. 128-131. Preuzeto s: https://hrcak.srce.hr/108737 (Datum pristupa: 29.09.2020.)
Vancouver Logar A. Some ideas about better training of students of dentistry. Acta stomatologica Croatica [Internet]. 1969 [pristupljeno 29.09.2020.];4(3):128-131. Dostupno na: https://hrcak.srce.hr/108737
IEEE A. Logar, "Some ideas about better training of students of dentistry", Acta stomatologica Croatica, vol.4, br. 3, str. 128-131, 1969. [Online]. Dostupno na: https://hrcak.srce.hr/108737. [Citirano: 29.09.2020.]
Sažetak 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.