Орзиев З.М., Рахматова З.М., Жалолова В.З.
Бухарский государственный медицинский институт имени «Абу Али ибн Сино». Узбекистан, 200100, г. Бухара, проспект Навои, 1.
Дифференцированное влияние интерактивных учебных методов для формирования уровня клинического знания
Резюме. Цель. Оценить дидактическую возможность интерактивных способов преподавания "слабая связь" и "тематическое исследование" в формировании у студентов знаний по клинической фармакологии.
Ключевые слова: обучение, способы, интерактивные, клиническая фармакология, клинические игры
Орзиев Завкиддин Мансурович
Orziev Z.M., Rakhmatova M.R., Zhalolova V.Z.
Bukhara State Medical Institute named "Abu Ali IbnSina". 200100, 1 Navoi str, Bukhara, Uzbekistan.
Diﬀerentiated influence of interactive training methods for forming the level of ckinical knowledge
Abstract. Aim. Comparative evaluation of the didactic possibility of interactive ways of teaching "weak link" and "case study" in the formation of students' knowledge poten- tial in the subject of clinical pharmacology.
Key words: interactive, methods, teaching, learning game, clinical, pharmacology
Orziyev Zavkiddin Mansurovich
Background. A new social order has emerged in society: people are demanding, quickly orienting themselves in various situations, creatively solving problems that arise, understanding and accepting the full meas- ure of responsibility for their decisions . The introduction of interactive forms of education is one of the most important areas for improving the preparation of students in a modern university.
The main methodological innovations are connected today with the use of interactive methods of teaching. Interactive learning is a special form of organizing cognitive activity. It implies quite speciﬁc and predictable goals. One such goal is to create comfortable learning environments in which the student or listener feels successful, has an intellectual worthiness, which makes the learning process productive. Exemplar curricular activities are suggested to potentiate student development of a transferable problem solving skill set and a ﬂexible knowledge base to better prepare students for practice in future novel clinical experiences, which is a mutual goal for both educators and students. .
Interactive methods of instruction include those that oblige learners to independently extract, process and implement information presented in a speciﬁc didactic form. This kind of training, unlike traditional ones, signiﬁcantly enriches the knowledge bank while at the same time increasing the potential of students creative thinking. The basis of interactive approaches to learning is the interaction of the teacher and trainees, as well as the trainees among themselves. At the same time, the main conditions for the existence of an interactive are: the existence of a goal for the achievement of which a dialogue is initiated, a direct and prompt exchange of information between the teacher and students, a scientiﬁcally justiﬁed degree of equality in the distribution of functions performed in the process of solving the problem, the high level of knowledge and understanding neces- sary for achieve the main goal.
Interactive training allows solving several tasks simultaneously, their main goal being the achievement of learning goals, development of com- municative skills and skills. It helps to establish emotional contacts between students, provides an educational task, since it teaches us to work in a team, to listen to the opinion of our comrades.
Interactive forms of education are usually divided into imitation and nonimitative. Imitative methods, which include educational clinical games immerse students in an atmosphere that is very close to the practical work of a doctor. Moreover, it forms and supports the emotional intensity of participants and increases the sense of responsibility for the fate of the pa- tient, at least on its intellectual level. Educational clinical games make it possible to systematically monitor the quality of the increase in the profes- sional training of students, and act as barriers to their passage to the patient's bed, letting only the prepared part of them to patients .
The aim of the study was a compar- ative assessment of the didactic possibility of interactive ways of teaching "weak link" and "case study" in the formation of the students' knowledge potential in the subject of clinical pharmacology.
Materials and methods. In order to achieve the objectives in the practical classes on the subject of clinical pharmacology, interactive methods of teaching were purposefully applied - educational clinical games "weak link" and "case study". Control was the rating indicators of students, obtained through traditional methods of assessing knowledge. The groups of students involved in the study were representative of the number of students, stages and types of assessment of knowledge, as well as their individual rating. The level of knowledge was systematically checked with the help of oral and written (crosswords, tests, situational tasks and others) tasks in the course of current, intermediate and ﬁnal tests. The interactive game "weak link" was used in a modiﬁed version, the essence of which was as follows: the questions were divided by complexity level into the lungs (L1), medium (L2) and complex (L3). Their ratio in the general questions bank was 1: 2: 1. The value of the allocated points and the time allowed for the correct answers depended on the degree of complexity of the question and increased as the latter grew .
Results and discussion. The following results were obtained during the research. It is established that interactive methods of teaching, unlike traditional ones, on the whole more eﬀectively inﬂuence the process of assimilation of a complex of clinical knowledge. In addition, they clearly diﬀered in the individual nature of the impact on the formation of wellknown levels of knowledge. So, if the traditional methods of teaching inﬂuenced the development of the primary I (knowledge-acquaintance) and II (knowledge-copy) levels, then in- teractive modes of learning for more advanced III (knowledge-skill) and IV (knowledge-creativity) of their form.
Classes conducted with the use of the "weak link" training game were distinguished by the high activity of the participants, which is partly explained by the condition of holding it, which requires the indispensable participation of all members of the group. The ending of this training game acquired a very tempting character, especially when the ﬁnal couple of participants remained. The deﬁnition of a leader - a connoisseur of the group always ended with a surge of emotions and enthusiasm on the part of the participants. However, the possibilities of this game in terms of improving the individual levels of knowledge were far from equal. According to the obtained results, the interactive method of learning "weak link" contributed to the improvement of I (acquaintance) and II (copy) of knowledge levels. On the formation of more advanced levels (III-skill and IV-creativity), it did not particularly aﬀect. The latter substantially limits the possibilities of using the learning game "weak link". To achieve the desired result, the choice of this training game should be diﬀerentiated, taking into account the speciﬁc nature of the particular occupation. For the level of mastered knowledge with the help of it, especially from the private section of the subject clinical pharmacology, can eventually turn out to be low .
The results obtained as a result of the application of the educational clinical game - "case study" - were somewhat diﬀerent. By analyzing the case, students actually get a readymade solution on their hands that can be applied in other similar circumstances. As the number of cases analyzed increases, the chance of using a ready-made solution scheme increases in one of the next situations with a similar character. Therefore, the skills of scrupulous resolution of more serious problems are formed . This interactive method of teach- ing contributed to a signiﬁcant in- crease in luggage of both theoretical and practical knowledge of students. Contributed to the maximum under- standing of the importance of the doctor's dialogue with the patient and improving the potential of clinical thinking, as well as the ability to make timely use of theoretical knowledge in their own practical activities. It should be emphasized that for the successful conduct of the educational clinical game "case study" requires a fairly large amount of knowledge on fundamental medical disciplines, as well as the possession of a wide range of manipulations. To this, the condition of collecting subjective and objective information, the most closely related to the actual clinical situation, was obligatory.
Conclusion. It should be pointed out that the educational clinical game "case study" aroused an increased interest of all participants. The knowl- edge obtained with the help of this kind of educational game was much more perfect and corresponded to III (knowledge - skill), and even IV (knowledge - transformation) by its level.
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