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14is needed from the flow of information, and develop the ability to transform knowledge. On the other hand, new learning objectives pose a problem and the choice of new methods that would allow more information to be presented in the shortest time and with maximum efficiency. This is possible subject to the use of the latest technology. Qualified scientific and pedagogical personnel, creative teaching, a differentiated approach of the teacher to students largely determine the quality of the educational process.
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THE ROLE OF HUMAN ANATOMY IN FORMATION OF CLINICAL THINKING OF MEDICAL
FACULTY STUDENTS
Kryvetskyi V.
Doctor of Medical Sciences, Professor, Head of the Department of Human Anatomy named after M.G. Tur-
kevich, Bukovynian State Medical University, Chernivtsi, Ukraine
Kryvetska I.
Candidate of Medical Sciences, Associate Professor of the Department of Nervous Diseases, Psychiatry and Medical Psychology named after S.M. Savenko, Bukovynian State Medical University, Chernivtsi, Ukraine
Kryvetskyi I.
Candidate of Medical Sciences, Assistant of the Department of Clinical Anatomy and Operational Surgery,
Bukovynian State Medical University, Chernivtsi, Ukraine
ABSTRACT
The article considers the expansion of applied aspects in the process of teaching human anatomy, which is focused on the end result of improving the quality of training of doctors at the present stage. Thus, the interaction of theoretical and clinical departments allows students to: gain motivation to increase the level of theoretical, especially fundamental training; to get acquainted with modern methods of diagnosis and treatment, the experience of which will be studied at clinical departments; to acquire guidelines for choosing a future narrow medical specialization; specify your educational interest; to deepen the study of the main disciplines of the educational program of junior courses with the prospect of improving the efficiency of the educational process at clinical departments.
Keywords: human anatomy, clinical thinking, educational program, motivation.
At the present stage, multilevel training in higher medical school aims to introduce promising forms and methods of teaching focused on the development of creative initiative and activation of cognitive activity of students [1-4]. In this regard, one of the most important pedagogical tasks is the formation of clinical thinking of students, starting with junior courses [5-6]. In this process, knowledge of fundamental disciplines should become the motivational basis for the formation of professional thinking and practical competencies [7-8].
Human anatomy in the system of higher medical education is a basic subject for further study of medical-biological and clinical disciplines. In accordance with the modern requirements of the medical education system, anatomy is designed to give students not only strong and deep knowledge about the structure of the human body, but also to form in them the foundations
of clinical thinking, to encourage the desire to master practical skills. Ultimately, this discipline addresses the needs of the clinic, teaching the practical aspects of human anatomy is one way to improve its teaching.
Traditionally, human anatomy, as a basic discipline, requires the study with maximum accuracy of anatomical preparations, preparation of organs and systems on corpses, memorization of anatomical terms. The results of this work are evaluated in subsequent training courses in clinical disciplines. Teachers of clinical departments note that there are cases when a student who has passed the anatomy exam with "excellence" is not always oriented in matters of topography and the relationship of internal organs with related structures.
We believe that the most important task is to deepen knowledge of anatomy in order to form a sufficient level of clinical thinking before studying clinical disciplines. Close cooperation between theoretical and clinical departments allows to improve the process of training future physicians, providing students with understanding of 1-2 courses of elements of pathogenesis, clinic and treatment of human diseases in the study of the anatomy of a particular organ. To do this, when studying the anatomical features of the body, teachers introduce students to the elements of development and formation of organs in the prenatal period of human ontogenesis, pathogenesis of diseases of this organ, which activates clinical thinking and increases student motivation.
The teacher can focus on "weak spots", where pathological changes occur more often, it forces students to pay attention to the causal relationship of this process and seek an anatomical explanation. Interestingly perceived issues related to the change of organs that arise under the influence of external factors, are actively discussed when taking into account age, hereditary predisposition, congenital pathology.
The questions of variant anatomy have a special purpose, if students have well mastered the anatomy of the corresponding organ or organ systems, they are interested in information about variants of anatomical structure, and the clarity of presentation is of great importance. A creative approach in explaining the educational material allows students to master the methodology of analysis of phenomena and helps to objectively assess the situation of practical activities.
An important role in the formation of clinical thinking in junior students is played by the Olympiad in Anatomy, as well as joint meetings of student research groups of the Department of Normal Human Anatomy and clinical departments. At such meetings, students actively participate in the discussion of issues. Effectively involving students in research work with undergraduates, participation in student scientific conferences. In our opinion, such cognitive activities contribute to the expansion of the educational field in accordance with the interests and needs of future professionals.
Of great importance is the teacher's experience in developing students' motivation for a fruitful educational program of junior courses on promising work on the formation of clinical thinking. Already at the beginning of study at a medical university, the student must have a clear orientation, where in the future he will need the acquired knowledge, so the importance of the level of medical awareness of teachers of medical and biological disciplines.
The experience of our department has convincingly shown that the disclosure in the process of teaching the importance of anatomical information about the structure of the human body in the future clinical activities of the doctor is a powerful incentive to increase professional motivation in studying such a difficult and difficult to learn subject as anatomy. Based on personal experience, it can be argued that the coverage of the clinical significance of the studied anatomical facts is
always with great interest perceived by students both during lectures and practical classes in anatomy.
In this regard, it is desirable that teachers of anatomy have their own clinical experience, which to some extent will help to enrich the teaching of anatomy with examples from the clinic. All teachers have experience in the clinic, at least passed an internship in various clinical disciplines.
Traditionally, at our department, clinical aspects of anatomy are included in the educational process. Issues of clinical anatomy are reflected in lectures, practical classes, control and test questions, situational tasks, methodological developments, educational videos, textbooks and manuals.
The modern condition for the selection of clinical examples is their approach to the initial level of anatomical knowledge of students at this stage (2-3 semesters) of the subject. The use of elements: traditional, problem-oriented and blended learning in the teaching of the subject lays the foundations of clinical thinking, increases the intellectual level of students.
The lecture course, which is taught at the department by experienced associate professors and professors, is focused on revealing the most important theoretical provisions of anatomy, the relationship of anatomical structures with their functions, coverage of the clinical aspect of anatomical data. In the process of teaching anatomy, the anatomical substantiation of individual clinical symptoms is given, the structure of organs is explained on the basis of phylogeny and ontogenesis, an idea of anomalies and malformations is formed, the role of environmental factors on the human body is revealed.
An essential aspect of the issue under discussion is the work on the formation of practical skills not only anatomical orientation (knowledge of Latin terms, plane and axis of the human body, correct orientation of anatomical preparations, acquisition of anatomical preparation skills, etc.), but also clinical experience combining elements examination of the patient, necessary for further study at the university and future practical work. In this regard, it is important to study the topography of organs: holotopia, skeletotopia and syn-topia of organs.
Practical classes practice the use of elements of approximate anatomy, ie probing the protruding elements of the skeleton, reproduction of movements according to the axes of movement in the joints, elements of projection anatomy: definition of the skeleton abdomen, palpation of the pulse and compression of blood vessels. The anthropometric data used are important for the clinic (brain and facial skull indices).
In addition to radiographs, electronic charts and computed tomograms are used in the educational process. Radiographs are mounted in a display case with illumination, and their photo prints are accompanied by museum preparations. Also in the practical classes use 3D modeling programs of various organ systems and the human body in general, which are displayed on a large 65QLED-monitor.
In the consolidation of anatomical knowledge and the development of clinical thinking perform situa-tional tasks in normal anatomy - a description of the
model of the real situation in clinical practice, the solution of which is based on knowledge of anatomical material.
Deepening the applied orientation of teaching anatomy is determined by cooperation with clinical departments, which should be expressed in the form of advanced training of anatomists in clinical departments and by attending lectures, workshops and final modular classes on anatomy by teachers - clinicians. Requires coordination of the use of Latin medical terminology in the teaching of anatomy and clinical disciplines.
In connection with the discussed issue, it is worth noting the great interest in anatomy and its clinical aspects, which is manifested by foreign students who know that information about the normal structure of the human body is part of the questions used in postgraduate testing of young doctors abroad.
In connection with the study of normal anatomy only in the first and second years, the material on normal anatomy should be presented to students in the topographic and anatomical aspect. When conducting a comprehensive certification of future surgeons, along with clinical issues, anatomical issues should be clarified.
Also, to improve knowledge of human anatomy and successfully pass a single state qualifying exam - a comprehensive certification of specialized knowledge of medical students, the Department of Human Anatomy. M.G. Turkevych has developed an elective course program for 3rd year students, which will restore and significantly improve students' knowledge of the discipline they studied in 1st and 2nd year.
Conclusions and offers. Thus: the expansion of applied aspects in the process of teaching normal anatomy is focused on the end result and will undoubtedly help to improve the quality of training of doctors at the present stage. Interaction to clinical and clinical departments allows students to: get motivation to increase the level of theoretical, especially fundamental training; to get acquainted with modern methods of diagnosis and
treatment, the experience of which will be studied at clinical departments; to acquire guidelines for choosing a future narrow medical specialization; specify your educational interest; to deepen the study of the main disciplines of the educational program of junior courses with the prospect of improving the efficiency of the educational process at clinical departments.
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FEATURES OF DISTANCE LEARNING IN THE STUDY OF DISCIPLINES AT MEDICAL
FACULTIES IN A COVID-19 PANDEMIC
Kryvetskyi V.
Doctor of Medical Sciences, Professor, Head of the Department of Human Anatomy named after M.G. Tur-
kevich, Bukovynian State Medical University, Chernivtsi, Ukraine Kryvetska I.
Candidate of Medical Sciences, Associate Professor of the Department of Nervous Diseases, Psychiatry and Medical Psychology named after S.M. Savenko, Bukovynian State Medical University, Chernivtsi, Ukraine
Kryvetskyi I.
Candidate of Medical Sciences, Assistant of the Department of Clinical Anatomy and Operational Surgery,
Bukovynian State Medical University, Chernivtsi, Ukraine
ABSTRACT
The COVID-19 pandemic has changed the pace and rhythm of life in all spheres of economic, spiritual, educational space. The spread of the disease has prompted governments in many parts of the world to shift the educational process to distance learning. This situation has led to inequalities in access to education. According to a report by the United Nations Children's Fund (UNICEF), a third of the world's students (about 463 million) were unable to access distance learning after school closed through COVID-19. A significant part of higher education
