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0NEW PERSPECTIVES ON MEDICAL TEACHING
Abduboqiyev Madaminbek Zafarovich Onarboyev Dilmurod Abdusattarovich Salayev Xushnudbek Raximboyevich
Residents of the Department of Traumatology and Orthopedics Samarkand State Medical University, Samarkand, Uzbekistan
ARTICLE INFO
Qabul qilindi: 02-May 2024 yil Ma'qullandi: 05- May 2024 yil Nashr qilindi: 10- May 2024 yil
KEY WORDS
Traumatology, education,
theoretical training, Practical skills.
ABSTRACT
the thesis provides data on new teaching methods, including in the field of medicine. The latest developments in this area and its use in the field of traumatology and orthopedics are discussed. The article presents the main points of providing trauma care and training students.
The relevance of the research topic is due to the fact that today technologies have a significant impact on the field of education, providing opportunities for improving the communication process and using the latest information systems in education [1]. Traumatology is a branch of medicine that deals with the diagnosis, treatment and rehabilitation of patients with injuries and damage to the musculoskeletal system [12, 15]. Trauma surgeons treat fractures, dislocations, sprains, vomiting, and other injuries resulting from accidents, sports injuries, or other causes. They also rehabilitate patients after injuries and surgeries, helping them regain functionality and return to normal life [7, 9].
Training students in traumatology is an important part of medical education and includes the following aspects:
1. Theoretical training: students study the anatomy, physiology, and pathology of the musculoskeletal system, as well as the basic principles of diagnosis and treatment of injuries and injuries. They study different types of injuries, their mechanisms of occurrence, classifications, and treatment methods.
2. Practical skills: students gain practical experience working with patients under the supervision of experienced traumatologists. They learn to evaluate patients, order diagnostic tests, participate in procedures and surgeries, and maintain documentation.
3. Clinical practice: Students undertake internships in trauma departments of hospitals and clinics, where they work directly with patients under the supervision of experienced specialists. They are involved in the diagnosis and treatment of patients with various injuries, as well as in rehabilitation after injuries and operations.
4. Training in scientific activity: students study the scientific foundations of traumatology, participate in scientific research and publications, and develop and present their scientific work at conferences and symposiums.
Training students in traumatology is aimed at developing competent specialists capable of successfully diagnosing, treating, and rehabilitating patients with injuries and damage to the musculoskeletal system.
Purpose: examine the development of trauma care and student education on this
issue.
The global trend towards digitalization of all areas of society's life has led to changes affecting the field of vocational education. Today, the work of a teacher is partially compensated by technology, requiring knowledge and skills in the field of digitalization. New competencies appear as a new personnel potential of education, and new educational concepts are being formed. Educational standards have increased the requirements for the organization and quality of vocational education. However, education lags behind modern realities, remaining conservative. Actualization of activities and tasks in the system of vocational education indicates the need to improve the quality of training of graduates and improve the educational process.
As a result of the implementation of this project in 2011, 80 university facilities were connected to the network. In 2012, 84 objects of the system of secondary specialized and vocational education were connected to the unified corporate network of "Electronic Education". Since July 25, 2012, a modernly equipped Center for the implementation of e-learning in educational institutions under the MHSSE has been operating, founded in accordance with the decree of the Cabinet of Ministers. These data show how important for our country is the development of technologies in the field of education, as well as the training of highly qualified personnel. There is a lot of research going on in the field of gamification at the moment, and we have not been left behind.
Care for trauma patients includes the following steps:
1. Diagnostics: the traumatologist examines the patient, collects an anamnesis (history of the disease), and prescribes the necessary diagnostic tests, such as X-rays, CT, MRI, and
others, to establish an accurate diagnosis.
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2. Treatment: depending on the nature and severity of the injury, the traumatologist may prescribe conservative treatment (for example, physical therapy, drug therapy, rehabilitation) or surgical intervention (for example, surgery to restore damaged tissue).
3. Rehabilitation: After treatment, a trauma patient may require rehabilitation measures aimed at restoring the functionality and mobility of the injured body area. This may include physical therapy, massage therapy, and exercises to restore strength and flexibility.
4. Follow-up: the traumatologist monitors the patient's condition after treatment, conducts follow-up examinations and the necessary preventive measures to prevent possible complications or relapses.
Conclusions: Based on the above, we can say that gamification is one of the advanced technologies and meets all the needs of students. At this stage, both in our country and abroad, there are no gamified subjects in many disciplines, including the disciplines of medical universities.
Helping trauma patients requires an integrated approach and individual selection of treatment and rehabilitation methods in each specific case.
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