<abstract xmlns="http://www.w3.org/1999/xhtml">

<p>The teacher-student relationship may represent, in certain situations, the key of achieving didactic activities. Those, if carried out during the appropriate pedagogical time (course and / or seminar) could determine the existence of a new psycho-pedagogical attitude and behavior, aiming primarily at the teaching-learning method, but also the interactive participation and co-participation of the two actors directly involved in this stimulus-creative approach. In this context, the existence of applicative exercises/play in certain disciplines in socio-human behavior (specifically-medical psychology, medical sociology, doctor-patient communication) determines but also valorizes a new educational behavior, namely, teacher-student communication and interrelation vs student-teacher. Thus, by catching the student’s attention, stimulating his / her thinking, imagination and volitional-emotional values we can make educational sequences that also enhance “freshmen” experience from year I, building up and defining the whole experience in VIth year, in most cases.</p>
</abstract>

The teacher-student relationship may represent, in certain situations, the key of achieving didactic activities. Those, if carried out during the appropriate pedagogical time (course and / or seminar) could determine the existence of a new psycho-pedagogical attitude and behavior, aiming primarily at the teaching-learning method, but also the interactive participation and co-participation of the two actors directly involved in this stimulus-creative approach. In this context, the existence of applicative exercises/play in certain disciplines in socio-human behavior (specifically-medical psychology, medical sociology, doctor-patient communication) determines but also valorizes a new educational behavior, namely, teacher-student communication and interrelation vs student-teacher. Thus, by catching the student’s attention, stimulating his / her thinking, imagination and volitional-emotional values we can make educational sequences that also enhance “freshmen” experience from year I, building up and defining the whole experience in VIth year, in most cases.

The Role and Importance of Interactive Methods in Stimulating Teaching Activities with Medical Students

“George Emil Palade” University of Medicine, Pharmacy, Sciences and Technology

International conference KNOWLEDGE-BASED ORGANIZATION

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

The teacher-student relationship may represent, in certain situations, the key of achieving didactic activities. Those, if carried out during the appropriate...

The Role and Importance of Interactive Methods in Stimulating Teaching Activities with Medical Students

Publié en ligne: 04 juil. 2024

Pages: 1 - 6

DOI: https://doi.org/10.2478/kbo-2024-0071

Mots clés
interactive, student, method, results, creativity

© 2024 Maria-Dorina Paşca, published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

The Role and Importance of Interactive Methods in Stimulating Teaching Activities with Medical Students

Publié en ligne: 04 juil. 2024

Pages: 1 - 6

DOI: https://doi.org/10.2478/kbo-2024-0071

Mots clésinteractive, student, method, results, creativity

© 2024 Maria-Dorina Paşca, published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Mots clés
interactive, student, method, results, creativity