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26В ходе исследования, которое упоминалось ранее, были также заданы вопросы относительно привлекательности предложенных выше советов. Вариант «подкаст» показался привлекательным 83% опрошенных, 8% сочли его относительно перспективным. Вариант «канал» немного уступил, получив поддержку 74% опрошенных.
Досуг в детском лагере должен постоянно меняться, совершенствоваться и адаптироваться к модным веяниям. Ребята идут в лагерь, чтобы стать самостоятельнее, взрослее. Джон Дьюи однажды сказал, что учение - не подготовка к дальнейшей жизни, это и есть сама жизнь [5]. А потому не нужно отрывать детский лагерь от современности и превращать смены в экскурсии по прошлому. Важно учить ребят тому, что им интересно, причем учить так, чтобы результат был ощутим и понятен.
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APPLICATION OF INTERACTIVE TEACHING METHODS IN THE STUDY OF INTERNAL
MEDICINE
Bachuk-Ponych N.
PhD, associate professor Department of Propedeutics and Internal Diseases Bukovinian State Medical University, Chernivtsi, Ukraine
Prysiazniuk I. PhD, associate professor Department of Internal Diseases Bukovinian State Medical University, Chernivtsi, Ukraine
Abstract
The article considers ways to increase the professional competence of dental students in the study of internal medicine by using interactive teaching methods while preparing for practical classes. The paper analyzes the effectiveness of using one of the methods of simulation training in the learning process, on the example of a business game. The introduction of the methodology of this game will contribute to the implementation of such principles of modern higher education as: optimal combination of group and individual forms of organization of the educational process in higher education; rational application of modern methods and teaching aids at different stages of training. Therefore, in the process of conducting classes, in particular in internal medicine, the use of this type of training in combination with other interactive and traditional technologies is an integral part of the process of training future doctors.
Keywords: interactive learning, business game, internal medicine.
At present, the main task of the higher school is the preparation of competitive specialists at the world level, improving the quality of their training, which is impossible without forming a positive motivation for them in the future profession [1, 2, 6]. However, the dynamics of professional motivation is rather complex and varies from course to course regardless of specialization [7]. The fourth year is extremely important for students-dentists from the point of view of forming a positive attitude towards the future profession as students continue to study therapeutic disciplines, for they have learned most nosologies of
internal organs in the third year [3]. In this period specialization begins, the interest of students to self-improvement and comprehensive development is intensified.
While working with students in practical classes the tutor should remember that it is necessary to create a motivation for educational and cognitive activity, which makes it possible to involve many aspects of the student's personal life in the process of learning: their interests, beliefs, motives, abilities, knowledge, skills, that will form their professional orientation in future. Developing motivation is only possible when there is a
need for self-improvement, self-realization and self-expression. A significant role in shaping this need is played by the cooperation between the teacher and their students, as well as between the students themselves. Therefore, the teacher must have the desire and ability to teach, to treat the student as a competent person, that is, to promote their self-determination, the development of positive emotions, and also to use methods that stimulate educational and cognitive activity [4]. Methods of formation of a cognitive interest are, first of all, interactive teaching methods, which include, in particular, a business game as well. [5, 6].
A business game is a form of interactive learning that allows students to fully master the professional skills during the educational process, to use knowledge and skills in solving practical situations, develop organizational skills, independence and initiative. The researchers found that when teaching the material in this form, about 90% of the information is remembered [1, 7]. A business game is a controlled system, as the game's procedure is prepared and corrected by the teacher. If the game is in the scheduled mode, the teacher may not interfere in the game relationship, but only observe and evaluate the activities of students. But if its actions go beyond the plan, the teacher can adjust the direction of the game. A business game as a way of motivating a professional activity differs from role-playing game, it is called a professionally oriented role-playing game. According to the research data, as a result of the participation in the game, students learn the techniques of decision-making, realize the need in theoretical training for their practical work, get acquainted with the problems and difficulties that may arise in real activities, they master the subject better, develop skills of interacting with others, learn to be in different roles. It is also indicated that a game, in contrast to traditional teaching methods, not only transmits a certain amount of knowledge, but primarily develops the ability to analyze, synthesize and use the information received. All this is possible due to the fact that the games allow you to get a complete picture of reality by recreating only the essential components of the system, compressing the time and space intervals, the possibility of replaying them, holding a final discussion of the results of the game, helping to see the system from different positions, etc. Finally, simulation games, including the business ones, increase motivation for learning by engaging students in certain situations, creating an informal setting in the learning process, the need for quick action, and ensuring the implementation of different motivations for different categories of students.
Objective of this paper is to substantiate the implementation of interactive educational techniques into the educational process while studying internal medicine by students-dentists to improve its quality.
Main body. The main task of the discipline "Internal medicine" is learning by dentistry students the features of clinical manifestations of diseases of internal organs, methods of preventing such diseases, as well as the basic principles of pharmacotherapy. An integral part of the program is the acquisition of practical skills in providing urgent medical care for therapeutic patients in emergency conditions. Students
must master the techniques of logical thinking built on the analysis and subsequent synthesis of individual symptoms and objective data of a specific disease with symptoms of a comparable abstract disease, to develop system integrated clinical thinking, professional clinical skills to solve a clinical problem, collective responsibility for the outcome of the treatment.
According to the program, the main practical skills recommended for training: history taking, clinical examination of patients with dental pathology, clinical interpretation of patient tests, recording and decoding of ECG, determination of sugar and acetone in urine by express method, emergency care for hypertensive crises, occurrence of angina, myocardial infarction, pulmonary edema, ventilation. Practical classes in the discipline of "Internal Medicine" are held on the basis of therapeutic departments of the Central City Clinical Hospital in the form of self-reliant examination of patients with writing down fragments of medical cards, test tasks solving, work in the simulation center of the university.
For the acquisition of practical skills in emergency aid, "Emergency care kits" have been formed with sets of medicines, facilities and equipment needed in a particular urgent situation - with diseases of the cardiovascular system, respiratory, digestive, endocrine systems, and professional training with the elaboration of volume and sequence of actions when providing emergency care. The department of propaedeutics of internal diseases of Bukovinian State Medical University developed informational blocks, which included sets of test tasks and clinical tasks with the results of clinical and laboratory research in various diseases. All of them were included in the methodical materials of practical classes, which were created on the basis of the requirements of the standard curriculum on the discipline "Internal Medicine" for the credit-module educational system. Subsequently, the obtained findings were summarized in the instructional manual "Internal Medicine" for the 3rd and 4th year students.
A business game is used in the department of propedeutics of internal diseases in the study of internal medicine by the 4th year students of the stomatology faculty as a means of intermediate modular control of module № 2 - Fundamentals of internal medicine (history taking and its defending, diseases of urinary organs and urinary system, endocrine system and metabolism diseases, those of hematopoiesis, allergic diseases).
A business game includes the following stages. Stage I - Organizational - game development, script compilation; It is necessary to explain to the participants the goals and content of the game, to familiarize them with the program and rules, to distribute roles (the role of the patient (can be a prepared student or a patient), the role of a doctor-therapist-dentist, a nurse, doctor's colleagues), to set specific tasks, to appoint experts (jury), determine the rules. It is important that the instructor sets the task for the student who is in the role of a patient to play a particular therapeutic disease with its clinical manifestations, determines the age and history before the game itself and keeps it secret. In this way, all participants in
the game should be prepared for any scenario development, be able to quickly orient themselves among many symptoms, which will be taken into account in the assessment. Stage II - independent work. Since all diseases of the internal organs were studied in the 3rd year, students should review their clinical manifestations, choose similar clinical manifestations of the disease and prepare for the differential diagnosis, know the methods of treatment of each of the studied nosologies, the provision of emergency care, taking into account the history, age, state of health of the patient etc. Stage III - the game itself- playing the clinical situation in accordance with the diagnosis selected by the teacher, for example: "a patient aged 52 years with stage 2 hypertonic disease, cerebral uncomplicated crises", interviewing results (complaints, clarification of the history of the disease and life) and objective examination of the patient ( general and local examination, palpation, percussion, auscultation of organs, measurement of blood pressure). Stage V -group discussion: evaluation and analysis of the results of additional methods of examination, clinical diagnosis, differential diagnosis and choice of treatment method, emergency medical care in case of hypertensive crisis. Stage V - discussion (s) of the main stages, summing up, evaluation, analysis of errors. Using business games in the process of teaching students, in particular future dentists, creates a number of positive points:
- the interest in practical lessons and problems that are simulated and played out increases;
- the participants of the game acquire the skills of making constructive decisions;
- the motivation of those who learn is changing to the learning of innovative knowledge;
- self-assessment of players becomes more adequate;
- the innovative, analytical and psychological thinking of those who are learning develops;
- a systematic approach to the solution of the problem is implemented, since it is possible to trace the decision-making process from the beginning to the end under "compressed time", which is very relevant for the future physician.
Therefore, a business game fulfil training functions. This is a form of sign-contextual training, which reproduces the real situation of activity. A business game differs from the games of entertainment with the fact that it has a "aftereffect". When students make mistakes, they begin to reflect on what "I could not", "what
I do not understand." The game, as a teaching method, allows you to live a particular situation, study it directly. The task of the game is to achieve the effect of self-development, self-education, self-regulation. Conducting a business game in the learning process not only activates the class, increasing the students' emotional load, but does not change the orientation and emphasis in the relationship between the teacher and the student. The leading place belongs to the relationship between the participants themselves, the teacher and the students, students and the material being studied.
Conclusions.
1. The introduction of interactive methods in the educational process is a prerequisite for the formation of positive motivation of dental students, which will help them becoming self-determined and qualified professionals.
2. A prerequisite for the active development of the educational process in higher educational institutions of Ukraine is the use of interactive methods in the study of therapeutic disciplines, in particular, internal medicine with the use of business games.
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