Interactive methods of children's surgeons interns training in Zaporozhye State Medical University

2017 ◽  
pp. 147-149
Author(s):  
L.N. Boyarskaya ◽  
◽  
G.V. Kornienko ◽  
V.A. Dmitryakov ◽  
◽  
...  
Keyword(s):  
Interactive Methods ◽  
Medical University

scholarly journals The possibility of using distance learning technologies in the process of teaching surgery in the context of the COVID-19 pandemic

2021 ◽  
pp. 25-32
Author(s):  
Алексей Александрович Зорькин
Keyword(s):  
Distance Learning ◽  
Information And Communication Technologies ◽  
Teaching Methods ◽  
Learning Technologies ◽  
Interactive Methods ◽  
Information And Communication ◽  
On Line ◽  
Distance Learning Technologies ◽  
Distance Courses ◽  
Medical University

Актуальность исследования заключается в анализе роли интерактивных методов, а именно, дистанционного обучения в преподавании хирургических дисциплин в медицинском вузе в условиях пандемии коронавирус. Изучили применение технологий дистанционного обучения при преподавании хирургических дисциплин в условиях пандемии коронавируса. Цель исследования: анализ применения технологий дистанционного обучения при преподавании хирургических дисциплин в условиях пандемии коронавируса. Материалом исследования явились информационные платформы LMS Moodle, Google Meet, модифицированные к on-line обучению рабочая программа дисциплины, учебно методические рекомендации кафедры при изучении хирургических дисциплин on-line, данные опроса студентов относительно восприятия новых методов обучения и их эффективности. Методами исследования были вебинары, видеоконференции, чат, форумы и прочее. Карантинные мероприятия в связи с пандемией COVID-19 заставили образовательные учреждения перейти на дистанционное обучение и стали настоящим вызовом для всего российского образования по его организации. Образовательными ресурсами дистанционного обучения стали дистанционные курсы, виртуальные лабораторные работы, тестовые задания, учебные и методические материалы, веб-ресурсы, терминологические словари. Дистанционное обучение имеет свои преимущества и свои специфические изъяны. Необходимость сохранения непрерывности обучения, обеспечение эффективности усвоения учебной программы обусловило необходимость скорой перестройки методики преподавания, внедрения современных инновационных информационно-коммуникационных технологий. The relevance of the study lies in the analysis of the role of interactive methods, namely, distance learning in teaching surgical disciplines at a medical university in the context of the coronavirus pandemic. We studied the use of distance learning technologies in teaching surgical disciplines in the context of the coronavirus pandemic. The research material was the information platforms Zoom and Microsoft Teams, the work program of the discipline modified for on-line training, educational and methodological recommendations of the department in the study of surgical disciplines on-line, data from a survey of students regarding the perception of new teaching methods and their effectiveness. The research methods were webinars, video conferences, chat and ICQ, forums, etc. Quarantine measures in connection with the COVID-19 pandemic forced educational institutions to switch to distance learning and became a real challenge for the entire Russian education in its organization. Distance learning educational resources have become distance courses, virtual laboratory work, test tasks, educational and methodological materials, web resources, terminological dictionaries. Distance learning has its advantages and its specific flaws. The need to preserve the continuity of learning, ensuring the effectiveness of the assimilation of the curriculum necessitated the rapid restructuring of teaching methods, the introduction of modern innovative information and communication technologies. The purpose of the study: to analyze the use of distance learning technologies in teaching surgical disciplines in the context of the coronavirus pandemic.

scholarly journals EXPERIENCE OF USING INTERACTIVE METHODS AND INNOVATIVE TECHNOLOGIES IN TEACHING HISTOLOGY, CYTOLOGY AND EMBRYOLOGY AT IVANO-FRANKIVSK NATIONAL MEDICAL UNIVERSITY

2020 ◽  
Vol 20 (1) ◽  
pp. 161-164
Author(s):  
O. V. Atamanchuk
Keyword(s):  
Health Care Professionals ◽  
Educational Process ◽  
Interactive Methods ◽  
Modern World ◽  
Teaching Staff ◽  
Highly Qualified ◽  
Future Health ◽  
Innovative Technologies ◽  
National Medical ◽  
Medical University

The integration of Ukraine into the European scientific and educational space requires wider implementation of modern world standards in the field of education, and envisages the training of highly qualified specialists who are able to integrate theoretical knowledge and practical skills in practical activities, to use today’s  technologies. In this context, it is of a great importance to develop the professional competency of future professionals that will contribute to their competitiveness at the international services market. The training of the future doctor has been and is remaining a rather complex and challenging task. Achieving this goal requires not only the development of knowledge, skills and skills, but also the development of clinical and analytical thinking. The aim of the publication is to analyse and present the experience of implementing interactive methods and innovative technologies in the training process by the staff of the Department of Hystology, Cytology and Embryology, Ivano-Frankivsk National Medical University. During lecture, practical classes, as well as during students’ out-of-class learning and individual research, the teaching staff successfully uses modern approaches of interpersonal interaction. Data visualization lectures, seminar-discussion and brainstorming methodology used on the regular basis include innovative technologies and help students to acquire deep professional knowledge by enhancing their motivation for better learning and fostering professional critical thinking, as well as the ability to articulate, defend and analyse the views of opponents. On the other hand, the interactive teaching methods enable the creative potential of the teachers to be unleashed by refreshing their creative horizons and encouraging them to elaborate new effective techniques and didactic approaches, to improve their pedagogical skills. Systematic use of interactive technologies enables to establish effective feedback between the participants in the educational process, to check the depth of their perception, understanding and processing of information, and ultimately develops the necessary professional skills of future health care professionals to effectively address health challenges.

STRATEGIES AND INNOVATIONS IN TEACHING EAP TO MEDICAL BACHELORS

2019 ◽  
pp. 179-183
Author(s):  
Ivaylo Dagnev
Keyword(s):  
Foreign Language ◽  
New Technologies ◽  
Foreign Languages ◽  
Interactive Methods ◽  
Language Training ◽  
Training Strategy ◽  
Medical College ◽  
New Knowledge ◽  
The Status ◽  
Medical University

The use of new technological tools in the classroom enables many new ways of teaching in foreign languages. Unlike the old methods that rely on unidirectionality, new technologies also require new ways of teaching, managing work, and therefore a new ethos. The introduction of new technologies also leads to a change in the status of the teacher, which also requires a change in the training strategy. This article reflects a pedagogical experiment aimed at testing the readiness of both the teacher and the students to acquire new knowledge and skills in a modern, interactive way. For this purpose, during the whole course of foreign language training over two semesters at the Medical College at the Medical University - Plovdiv, two groups of students in the specialties "Medical Cosmetics" and “Instructor in Food Safety” are taught in two different ways - one studying English in the traditional way with a textbook, while the other using only "interactive" methods without using textbooks or similar tools. At exit, a survey is conducted among one of the groups of students to evaluate their attitude towards the new approaches in learning a foreign language.

scholarly journals OPTIMIZATION OF TEACHING THE DISCIPLINE “MEDICAL PRACTICE IN FAMILY MEDICINE” AT THE FIFTH COURSE OF MEDICAL FACULTY OF IVANO-FRANKIVSK NATIONAL MEDICAL UNIVERSITY

2021 ◽  
pp. 121-125
Author(s):  
Т. V. Merhel ◽  
U. V. Yusypchuk ◽  
K. V. Levandovska ◽  
T. V. Naluzhna ◽  
O. R. Sarapuk
Keyword(s):  
Medical Education ◽  
Family Medicine ◽  
Medical Practice ◽  
Teaching Methods ◽  
Teaching Quality ◽  
Educational Process ◽  
Interactive Methods ◽  
Practical Skills ◽  
National Medical ◽  
Medical University

This article shows details of educational program for 5-year students education in discipline “Medical practice in family medicine”. There are results for realisation of the competence-based approach in medical education with introduction of educational interactive technologies, new forms and methods of educational process. Described a role of Ivano-Frankivsk national medical university teaching-practical centre “Medicine” in improving teaching quality according to standards of Higher Education, regulation on the organization of the teaching and learning process, which promote qualitative mastery of knowledge to provide medical care. In this article is shown, that the main question by realisation of modern education tendentious is qualitative training of healthcare professionals. Successful using of optimal model of combination by traditional and innovative educational methods is directed to professional skills assimilation by students, formation of clinical thinking and development of future doctors’ personality.This combination promotes the use of knowledge in medical practice, teaches the students to take new information adequately. The main factors influence on students’ interest are teacher’s effective work and skilful using of teaching technologies. Modern educational technologies give new opportunities, interest in studying, discipline. The main conception of practical classes is cooperation between the head of practice and students. Extra individual lessons can promote this. 5- year students study the discipline “Medical practice in family medicine” during the whole academic year, to get knowledge and skills in Department of General Medicine №2 and Nursing, Department of Surgery №2 and cardiac surgery, Department of Pediatry and Department of Midwifery and Gynaecology. Mixed teaching model according to EURACT recommendations gives the best results. It provides a combination of individual work of future doctors with using electronic sources, media services and traditional work in auditoriums with interactive methods of teamwork. The use of active teaching methods should be not a practical addition to theoretical questions, but other way round,  starting point to help teachers and students during the studying – these are common actions to deal successful those or others questions. Specifics of medical speciality has influence on choice of different studying technologies in medical education where both theoretical and practical components are clearly noticeable. Among the most common objection to expediency using of different technologies in education one thesis need to be highlighted: it only can be defined by patient whether doctor has necessary knowledge, practice and skills. Nowadays teaching is based on creating “virtual patient”. Instead there are active technologies and teaching methods which allow us to teach specialists effectively. Practical skills improving takes place at clinical departments and teaching-practical centres. Nowadays distance education helps students to develop such traits as independence, adaptability and responsibility, develops self-educational skills. All of these qualities are highly valued. Consequently new discipline “Medical practice in family medicine” helps students to master and consolidate practical skills, make own decisions in diagnostics and treatment of patients, considering medical ethics rules.

scholarly journals INTERACTIVE METHODS IN TEACHING ENGLISH FOR PROFESSIONAL PURPOSES AT THE MEDICAL UNIVERSITY

2020 ◽  
pp. 83-89
Author(s):  
Olena SHEVCHENKO ◽  
◽  
Iryna AVETISOVA ◽  
Oksana BURKOVSKA ◽  
◽  
...  
Keyword(s):  
Foreign Language ◽  
Educational Material ◽  
Foreign Language Teaching ◽  
Interactive Methods ◽  
Case Method ◽  
Motivation To Learn ◽  
Teaching English ◽  
Traditional Methods ◽  
Teacher Student ◽  
Medical University

Introduction. Problems of defining the es- sence and role of humanitarian knowledge as a leading factor in forming personality of the future doctor remain relevant today. Reformation of higher medical education and new educational standards require high quality specialists in the field of medicine. Modern scientists are actively searching for forms and methods aimed at solving problems of improving the level of professional, humanitarian and foreign language training of the university students. The use of interactive methods of teaching can solve these problems. Case-method is considered to be one of such methods. Purpose. The purpose of the article is to substantiate theoretically and to develop practically pedagogical conditions for the use of interactive methods of teaching foreign language for professional purposes at the medical univer- sity. Case method is considered to be an example of such use. Results. The process of foreign language teaching takes place when studying, so we have chosen pedagogi- cal conditions among the types of existing conditions. We define pedagogical conditions as a set of reasons influencing the effectiveness of case-method use when foreign language teaching. The dynamics of didactic capabilities of case-method in the positive direction is impossible without conditions associated with organization, methodology and technolo- gy of the teaching process. That is why the pedagogical conditions for the use of case-method in teaching English for professional purposes at the medical university should be aimed at improving the content of the subject and the process of its learning. To carry out the theoretical analy- sis of the conditions we have justified the essence, func- tions and relationships of the conditions. Having analyzed pedagogical literature and carried out special questioning, we could pick out procedural and substantial conditions. Originality. It is proved that a set of pedagogical con- ditions, which are divided into procedural and substan- tial, provides the effectiveness of the use of case-method in the process of teaching English for professional purpos- es at the medical university. To the group of procedural conditions we refer the following: increasing students’ motivation to learn English; combination of case-method with other methods used in teaching English for profes- sional purposes; development of methodological support of the discipline as well as individual topics where case-method is used; changing the nature of relations in the system “teacher-student”. To the substantial conditions we refer the following: selection of the content of the disci- pline taking into account professional motives of students, their interests, needs and goals; structuring the content of the educational material; development and implementa- tion of the content of practical classes, which combine the use of case-method with traditional methods of teaching English. A detailed analysis of each condition was performed. It has been proven that implementation of the conditions – increasing students’ motivation to learn English and se- lection of the content of the discipline taking into account professional motives of students, their interests, needs and goals – helps to resolve the contradiction between the insufficient level of English language mastering and the lack of motives. Implementation of the second procedural condition – combination of case-method with other meth- ods used in teaching English – contributes to moderniza- tion and improvement of existing methods of teaching English. This condition is related to the relevant substantial conditions – structuring the content of the educational material and development and implementation of the content of practical classes, which combine the use of case-method with traditional methods of teaching English. Particular attention is paid to the methodological support of classes where case-method is implemented, as well as the fourth procedural condition which requires the change the nature of relations in the system “teacher-student”. Conclusion. The potential of case-method in teaching English for professional purposes at the medical universi- ty is great. It contributes not only to their professional knowledge, but also to the mental, moral and motivational development of the future doctors. It helps to form their qualifications such as ability to analyze and diagnose the problems, to express their point of view, to discuss and evaluate a variety of information.

Prescribing trends of antidiabetic drugs in diabetic and hypertensive diabetic patients in an urban tertiary care hospital of Bangladesh

2017 ◽  
Vol 3 (3) ◽  
pp. 338-343
Author(s):  
Mohammad Didar Khan ◽  
Md. Ibrahim ◽  
Md. Mizanur Rahman Moghal ◽  
Dipti debnath ◽  
Asma Kabir ◽  
...  
Keyword(s):  
Urban Areas ◽  
Tertiary Care ◽  
Diabetic Patients ◽  
Care Hospital ◽  
Age Group ◽  
Microsoft Excel ◽  
Patient Profile ◽  
Prescribing Trends ◽  
Medical University ◽  
Insight Into

Objective: The present epidemiological study was conducted with the objectives of providing an insight into the current use of antidiabetic medications to diabetics and hypertensive diabetics in urban areas and determining how the patient factors influence the prescribing of antidiabetic medications. Methodology: Data of patients of past two years were collected from Bangabandhu Sheikh Mujib Medical University (BSMMU) Hospital, Dhaka, Bangladesh. The details were entered in the structured patient profile form. Data were statistically analyzed using the Microsoft Excel 2007 software. Result: A total of 958 patient’s data were collected and analyzed of which 632 (65.97 %) were males and 326 (34.03 %) were females. These patients were further categorized based on their age. 330 patients (34.45 %) belonged to the age group 20 – 44 years, 504 (52.61 %) to the age group 45 – 65 years and 124 (12.94 %) to the age group 65 – 80 years. 684 (71.4%) patients out of the 958 patients studied were suffering from coexisting hypertension. Co-existing hypertension was found to be more prevalent in the age group 45 – 65 years (67.69%) and was found more in females (84.04%). Conclusion: Metformin was the oral hypoglycemic which was the highest prescribed. In hypertensive diabetics Metformin and Pioglitazone were most frequently prescribed drugs. Biguanides and Insulin were the most commonly prescribed antidiabetics. A combination of two or more drugs of different classes was prescribed to hypertensive diabetics. It is necessary to have an improved understanding of the etiology and pathophysiology of diabetes to focus on research efforts appropriately.

The characteristics of health condition of students of medical university

2020 ◽  
Vol 28 (3) ◽  
Author(s):  
Shestera A. A. ◽  
◽  
Kijunova V. Yu. ◽  
Kiku P. F. ◽  
Kuzmina T. N. ◽  
...  
Keyword(s):  
Health Condition ◽  
Medical University
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