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20that have antiandrogenic properties. In particular, men treated with appropriate rosacea and demodicosis were prescribed oral administration of spironolactone 50 mg daily. The duration of spironolactone administration was determined individually. The minimum course of treatment was 3 months.
The analysis of the achieved therapeutic effect in the treatment of the examined patients in accordance with our original complex method of treatment indicates the achievement of clinical recovery in all 56 (100%) patients suffering from periodontal dermatitis, in 196 (86%) patients with rosacea and in 178 (91 %) patients with demodicosis. In the other surveyed patients, including 31 (14%) patients with rosacea and 18 (9%) patients with demodicosis, the treatment provided resulted in significant clinical improvement.
Conclusions. Thus, we have developed an original approach to the treatment of rosacea, dermatitis perioral and demodicosis, which involves the implementation of complex individualized therapy aimed at eliminating a number of possible factors for the emergence and development of these dermatoses, regression of their clinical manifestations, as well as correction and balance of organ levels patients, allows to achieve high therapeutic effect.
Our clinical observations suggest that one of the leading factors in the development of relapses of rosacea, demodicosis and perioral dermatitis is the inadequacy of antiparasitic therapy or the lack of effectiveness of a number of existing acaricidal agents.
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JUSTIFICATION OF THE EFFECTIVENESS OF THE USE OF INTERACTIVE TEACHING
METHODS IN HIGHER EDUCATION
Yasynska E., Vatsyk M.
Higher State Educational Institution of Ukraine «Bukovina State Medical University», Chernivtsi (Ukraine) Department of Social Medicine and Health Organization
Abstract
The article analyzes the use of interactive technologies in higher education. It shows the integration in an interdisciplinary aspect of such interactive methods as: trainings, situational tasks, case studies, master classes, press conferences, testing, game preparation, round tables, multimedia lectures and practical exercises, electronic educational publications.
Keywords: interactive teaching methods, interactive technologies, educational process optimization.
Modern world standards in the field of education provide for the training of highly qualified specialists who are able to integrate theoretical knowledge and practical skills into an integrated system, own new technologies. A modern student should be endowed with such qualities as mobility, critical thinking, the ability to generate new ideas, the ability to make innovative decisions and bear responsibility for them, the ability to work in a team, the ability to model profes-
sional situations. The solution to such problems is impossible without the use of interactive learning technologies.
Interactive learning is a special form of organization of cognitive activity, which has a specific, intended goal - to create comfortable learning conditions in which each student feels his success and intellectual ability. The peculiarity of interactive learning is that the educational process is carried out under the condition
of constant, active interaction of all its members. Analyzing their actions and the actions of partners, participants in the educational process change their model of behavior more consciously assimilate knowledge and skills. Therefore, interactive methods are not only a means of improving learning, but a means of enhancing educational influences.
Purpose: substantiation of the effectiveness of the use of interactive teaching methods in higher educational institutions.
The peculiarity of interactive learning is that the educational process is carried out under the condition of constant, active interaction of all its members. Analyzing their actions and the actions of partners, participants in the educational process consciously change their behavior model, more thoroughly assimilate knowledge and skills.
Interactive teaching technologies are based on a personal-active approach and include dialogue and situational (game - imitation and non-simulation, nongame interactive methods - analysis and modeling of pedagogical situations, etc.) teaching methods. In interactive learning, mutual learning takes place (collective, group, learning in collaboration), where the student and teacher are equal, equal subjects of learning. The teacher during the interactive learning acts as the organizer of the learning process and consultant. The main thing in the learning process is cooperation and interaction between students. Learning outcomes are achieved by the mutual efforts of participants in the learning process.
In higher education institutions, it is preferable to use such interactive methods as: trainings, situational tasks, case studies, master classes, press conferences, testing, game training, round tables, multimedia lectures and practical exercises, electronic educational publications.
Foreign experience indicates that interactive methods contribute to the intensification and optimization of the educational process. They allow students to:
- make learning more accessible;
- learn to formulate their own opinion, express it correctly, prove their point of view, argue and discuss;
- listen to another person, respect an alternative opinion;
- to simulate various social situations, enrich their own social experience by incorporating into various life situations and experiencing them;
- learn to build constructive relationships in a group, determine their place in it, avoid conflicts and solve them, seek compromises, strive for dialogue;
- analyze educational information, be creative in mastering educational material;
- find a common solution to the problem;
- develop skills in project activities, independent work, the implementation of creative work.
In addition, the use of interactive methods allows for the implementation of cooperation between those who teach and those who study, helps to improve the psychological climate during the lesson, and creates a friendly atmosphere. Despite this, the effective use of interactive teaching methods by teachers of higher
educational institutions has certain difficulties. Studies show that most teachers are not sufficiently familiar with the latest methods and ways of organizing interactive student interaction. In addition, the question remains unclear about the choice of the necessary interactive methods and their application in conducting various forms of training (lectures, seminars, workshops).
Interactive learning technology is such an organization of the educational process in which the student's passivity in the collective process of educational knowledge is impossible. Interactive learning technologies include a clearly planned expected learning outcome, individual interactive methods and techniques that stimulate the learning process, and mental and educational conditions and procedures with which you can achieve the planned results. Unlike other methods, interactive educational technologies are not selected to perform certain educational tasks, and their very structure determines the final result. Each method requires a clear phased implementation and forecasting of learning outcomes from the teacher.
The main components of interactive technologies:
1) motivation-fixing students' attention;
2) the central part of the lesson is given to interactive exercises;
3) providing information on the topic of the lesson;
4) students solving problems, working on phantoms, modeling;
5) non-standard situations, the search for a solution to these situations;
6) conclusions, assessment of the results of the lesson.
Interactive learning technologies are divided into four groups:
1) pair learning (work of a student with a teacher or students with each other)
2) frontal training, training in the game;
3) training in discussion;
4) cooperative (group) educational activity is a form (model) of the organization of student learning in small groups united by a common educational goal.
With this organization of training, the teacher directs the work of each student indirectly, through the tasks by which he regulates the activities of the group.
Cooperative learning opens up opportunities for students to collaborate with each other, makes it possible for each student to pursue communication, and helps to achieve high results in the acquisition of knowledge and the formation of skills. The model of cooperative learning is effectively combined with traditional forms and teaching methods and can be applied at various stages of the educational process. While working in pairs, you can perform the following exercises: discuss tasks, short text; take an interview, determine the attitude (opinion) of the partner to this issue, statements, etc .; make a critical analysis of each other's work; to formulate the result of the studied topic and the like.
The front-line technologies of interactive learning include providing for the simultaneous joint work of the
entire team. They include: discussion of the problem in a general circle and give everyone the opportunity to express their opinion or position, brainstorming (an interactive technology for collective discussion, is widely used to make several decisions on a specific problem. Gaming training technologies include: imitations, role-playing games, dramatization Participants in the educational process based on the game model are in different conditions than with traditional training. They themselves choose their role in the game, create a problem situation, look for ways to solve it, assuming full responsibility for the chosen solution.The teacher in the game model acquaints participants with the rules of the game, advises during its conduct.
The game learning model includes 4 stages:
- orientation (introduction of listeners to the topic, familiarization with the rules of the game, a general overview of its course);
- preparation for the game (familiarization with the game scenario, definition of game tasks, roles, oriented ways to solve the problem);
- the main part is the conduct of the game;
- discussion.
The discussion method is an important means of cognitive activity of students in the learning process, since discussion is a wide public discussion of a controversial issue. The experience of using the discussion in training allows us to formulate some of the main organizational and pedagogical foundations that are common to any kind of discussion:
- the discussion should begin to put forward a specific discussion question (that is, one that does not have a clear answer and provides for different options for the denouement "Commitments, in particular the opposite)
- You should not raise questions like: who is right and who is wrong in a particular issue;
- The focus should be on the likely course of the discussion.
The discussion promotes the development of critical thinking, makes it possible to determine one's own position, forms the skills of upholding one's personal opinion, and deepens knowledge on this issue.
One of the methods of interactive technologies is the method of competitive groups, which allows developing creative thinking, conducting mutual learning and mutual improvement through multilateral communication, involving all students without exception in the process of discussing and substantiating their own opinions, developing the ability to conduct professional discussions, foster respect for colleagues and alternative ideas and suggestions. Thus, optimal conditions are created for the development of a collective intellectual product. Most often, students are divided into two or more groups that compete with each other in solving a particular clinical problem, sometimes one of the groups can act as an arbiter.
The method of competitive groups in interactive teaching student medicine can be implemented by:
1) a dispute;
2) discussions;
3) debate or "round table";
4) creating a problem situation and solving it through a role-playing game.
Interactive technologies play an important role in modern education. Their advantage is that students learn all levels of cognition (knowledge, understanding and application, assessment), the number of students in groups increases, they consciously learn educational material. Students take an active position in the assimilation of knowledge, their interest in obtaining them is growing. The personal role of the teacher increases significantly - he acts as a leader, organizer. However, conducting classes on interactive technologies require, first of all, competence in the given technologies of the teacher, his ability to review and reorganize his work. The use of interactive learning technologies in higher education institutions depends on certain conditions: - past and present experience of students;
- the presence of learning motivation;
- atmosphere of comfort and mutual respect;
- definition of learning objectives;
- active involvement of participants in the learning process; - accounting abilities (temperament, perception, specialty);
- the participants of the lesson supervise the educational process (view, idea, topic of abstract) -providing opportunities for self-realization and self-control to the participants of the educational process.
An intergroup discussion is the basis of creative thinking, an option for the development of dialectic thinking as a component of creative thinking, the search for truth based on the active participation of all students and the comparison of different points of view in order to find the optimal treatment strategy.
The result of the introduction of interdisciplinary discussion by the method of competitive groups:
1. The ability to independently create your own approach to obtaining, analyzing information and forming integrated conclusions and experience.
2. The formation of clinical thinking.
3. The ability to defend their point of view in the intellectual space, taking into account and perception of alternative ideas.
4. The ability to unite students around the solution of a specific clinical problem, to build constructive relationships in the group.
5. Understanding the need for cooperation;
6. The formation of a creative personality.
7. Awareness of the need for continuous creative search.
8. The intergroup discussion allows you to compare various, including opposing, positions and thereby helps its participants to see the problem and its solutions in a variety of ways.
9. If the solution to the problem is a logical conclusion from the discussion between competing clinical groups and is supported by all those present, its significance increases as it turns into a group norm.
Conclusions:
The use of interactive teaching methods in an interdisciplinary aspect leads to a better assimilation of material by students, increases interest, broadens the
horizons, creative creativity, forms developed clinical thinking, develops a sense of the need for collective cooperation and responsibility, introduces oriented interdisciplinary integration into the educational process, allows the formation of skills and abilities integrated approach.
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