Kravchun P. G., Borzova O. Yu., Коzhyn М. I., Ryndina N. G., Тitova G. Yu., Zaikina Т. S., Rynchak P. I.

MEDICAL EDUCATION

Scentific article

Modern standards of higher medical education require the teaching staff of professionally-oriented departments to introduce new approaches in the study of clinical disciplines. That is why a high range of problembased methods are used at the department of internal medicine № 2 and clinical immunology and allergology. Problem-based learning involves organization of learning through self-mastery of knowledge in the process of solving of educational problems, development of creative thinking and cognitive activity of students. The technology of problem-based learning is not particularly varied, because the inclusion of students in active cognitive activities is based on a series of stages, which should be implemented gradually and comprehensively. An important component of problem-based learning is creation of a problem situation. Its understanding completes the first stage. At the second stage of the problem solving («closed») a student analyses the knowledge that he has, realizes that they are not enough to answer, and actively joins to the process of their searching. The third stage («open») is aimed at acquiring of various methods needed for solution of the problem. We usually use the technique of «business game»and «round table». The goal of the «business game»is to establish a correct diagnosis based on complaints, anamnesis of the disease, results of additional examinations, a treatment tactics and preventing approaches. Duration of the game for one group is 20 minutes, for the academic group —1 hour. The «business game»technique allows not only to assess the complexity of students’ knowledge, imitate their future professional activity, but also analyse of the false results. It might identify the most vulnerable moments which require additional attention. In the process of a business game, students have a motive for analysis of diagnostic information according to the role that they perform, and developing the skill to work with it. In addition, the skill is formed to adequately perceive someone else’s point of view. The «round table»technique involves a discussion of a clinical case by a group of students, which is led by an experienced teacher. It acquires the character of a medical consillium. Students have 15 minutes for this assignment. During this time a teacher gives students information about the patient, formulates issues that need to be addressed, directs students in the process of discussion, but does not directly interfere with the discussion. This technique allows to learn and order new information appropriately.

improvement of studying, internal medicine, problem-based learning, «business game»technique, «round table»technique

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«Bulletin of problems biology and medicine» Issue 1 Part 1 (142), 2018 year, 234-237 pages, index UDK 378.016:616.1/.9:378.147:378.4:61(477.54-21)

10.29254/2077-4214-2018-1-1-142-234-237