№ 1 (182) 2023 р. С. 43–48

ЗАПРОВАДЖЕННЯ ІННОВАЦІЙНИХ ЗАСОБІВ У ВИКЛАДАННІ КЛІНІЧНИХ ДИСЦИПЛІН В УМОВАХ НАДЗВИЧАЙНОГО СТАНУ

Ю. П. Харченко, А. В. Зарецька, Т. М. Прокопова, Є. О. Мазніченко

Одеський національний медичний університет, Одеса, Україна

DOI 10.32782/2226-2008-2023-1-8

Незважаючи на поширення імплементації дистанційної освіти на медичних факультетах, застосування інтерактивного навчання та інноваційних технологій залишається недостатньо дослідженим та спостерігається обмеження у їх упровадженні.

Інтерактивне навчання включає застосування технічних ресурсів під час викладання (онлайн-тести, відеоконференції, чати, онлайн-дискусії, віртуальні класи, віртуальне навчальне середовище, синхронне та асинхронне використання аудіо та/або відео, онлайн-ігри, онлайн-кейси, репозиторій, ePBL, ePortfolio та ін.).

Упровадження інтерактивних засобів дає змогу розширити можливості викладання для більш якісного засвоєння навчального матеріалу та може сприяти підвищенню у студентів самостійності у прийнятті клінічних рішень не лише в умовах надзвичайного стану.

Ключові слова: інтерактивне навчання, дистанційне навчання, інноваційні засоби викладання.

REFERENCES

  1. Gehanath Baral, Reetu Sharma Baral. E-learning: a Modality of Medical Education in the Period of Crisis. Journal of Nepal Health Research Council. 2021;18(4):776-778. Available from: https://pubmed.ncbi.nlm.nih.gov/33510527/
  2. Guze PA. Using technology to meet the challenges of medical education. Trans Am Clin Climatol Assoc. 2015;126:260–70.
  3. Boyarskaya LN, Kornienko GV, Dmytryakov VA. Interactive methods of teaching interns – pediatric surgeons at the Zaporozhye State Medical University. Modern pediatrics.2017;5(85):147-149.
  4. Jawaid M, Aly SM. E-learning’ modalities in the current era of Medical Education in Pakistan. Pakistan journal of medical sciences. 2014;30(5):1156–1158. Available from: https://pjms.com.pk/index.php/pjms/article/view/4351
  5. Said JT, Schwartz AW. Remote Medical Education: Adapting Kern’s Curriculum Design to Tele-teaching. Med.Sci.Educ. 2021;31;805–812. Available from: https://link.springer.com/article/10.1007/s40670-020-01186-7
  6. Edigin E , Eseaton PO , Shaka H , Ojemolon PE , Asemota IR, Akuna E. Impact of COVID-19 pandemic on medical postgraduate training in the United States. Med Edu Online. 2020; 25(1):1774318. Available from: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7448893/
  7. Sandhu P, de Wolf M. The impact of COVID-19 on the undergraduate medical curriculum. Med Edu Online. 2020;25(1):1764740. Available from: https://pubmed.ncbi.nlm.nih.gov/32400298/
  8. Taha M, Abdalla M, Wadi M, Khalafalla H. Curriculum delivery in Medical Education during an emergency: A guide based on the responses to the COVID-19 pandemic. Med Ed Publish. 2020;9(1):69. Available from: https://mededpublish.org/articles/9-69
  9. Lewis KO, Cidon MJ, Seto TL, Chen H, Mahan JD. Leveraging e-learning in medical education. Curr Probl Pediatr Adolesc Health Care. 2014;44:150–63. Available from: https://doi.org/10.1016/j.cppeds.2014.01.004
  10. Sorokhand VD, Sydorchuk AS. Optimization of the educational process and clinical supervision of specialized patients by foreign students at the Department of Infectious Diseases and Epidemiology of the VDNS of Ukraine “Bukovyn State Medical University”. Actual infectious disease. 2016;2(11):112-113.
  11. Randy I. Dorn, Dan Newell, Gayle Thronson, Gail Park Fast, Lorali Gray. Infectious Disease Control Guide for School Staff. 2014:278. Available from: http://www.k12.wa.us/HealthServices/pubdocs/InfectiousDiseaseControlGuide.pdf
  12. Kharchenko YuP, Yurchenko IV, Zaretska AV. Introduction of interactive tools in the teaching of clinical disciplines in modern conditions of the pandemic COVID-19. Publishing House “Baltija Publishing”. 2022:129-132. Available from: https://doi.org/10.30525/978-9934-26-173-2-34
  13. Allison Sykes, Matthias Schmid. Personal protective equipment and isolation for high consequence infectious diseases. BMJ Learning. 2017. Available from: https://new-learning.bmj.com/course/10060111
  14. Balychevtseva IV, Samoilenko IG, Chernyshev OE. Educational videos as an interactive component of education at the Department of Pediatrics, Neonatology and Children’s Infections of the Donetsk National Medical University. Child’s health.2018;13(3):140-142.
  15. Adams RJ. Tele-attending can emulate and even improve bedside teaching and learning. Med Teach. 2018;40:1067–8. Available from: https://doi.org/10.1080/0142159X.2017.1393507
  16. Sheehy R. This is not your grandfather’s medical school: novel tools to enhance medical education. Mo Med. 2019;116(5):371–5.
  17. Breu AC. Why is a cow? Curiosity, tweetorials, and the return to why. N Engl J Med. 2019;381:1097–8. Available from: https://www.nejm.org/doi/full/10.1056/NEJMp1906790
  18. Liza Bernstein. What is a Tweetorial? 2019. Available from: https://medtweetorials.com/what-is-a-tweetorial/
  19. UNESCO. Distance learning solutions. Available from: https://en.unesco.org/covid19/educationresponse/solutions
  20. Baral G. Education with Human Touch. Nep J Obstet Gynaecol. 2017;12(24):4.
  21. Tamm S. Disadvantages of e-learning. 2019. Available from: https://e-student.org/disadvantages-of-e-learning
  22. Koenemann N, Lenzer B, Zottmann JM, Fischer MR., Weidenbusch M. Clinical Case Discussions – a novel, supervised peer-teaching format to promote clinical reasoning in medical students. GMS journal for medical education. 2020;37(5):48. Available from: https://www.egms.de/static/en/journals/zma/2020-37/zma001347.shtml
  23. de Menezes S, Premnath D. Near-peer education: a novel teaching program. International journal of medical education. 2016;7:160–167. Available from: https://www.ijme.net/archive/7/near-peer-education/
  24. Ilgen JS, Eva KW, Regehr G. What’s in a Label? Is Diagnosis the Start or the End of Clinical Reasoning? Journal of general internal medicine. 2016;31(4):435–437. Available from: https://link.springer.com/article/10.1007/s11606-016-3592-7
  25. Schneider M, Preckel F. Variables associated with achievement in higher education: A systematic review of meta-analyses. Psychological bulletin. 2017;143(6):565–600. Available from: https://pubmed.ncbi.nlm.nih.gov/28333495/
  26. Kim S, Choi S, Lee S, Lee JH, Park JJ. Case study projects by a Korean national research agency: Past 12 years and future. Complementary therapies in clinical practice. 2019;35:48–52. Available from: https://www.sciencedirect.com/science/article/abs/pii/S1744388118308272?via%3Dihub
  27. 12 interactive online whiteboards for distance learning and collaboration. Available from: https://osvitanova.com.ua/posts/4181-12-interaktyvnykh-onlain-doshok-dlia-dystantsiinoho-navchannia-ta-spilnoi-roboty
  28. Pei L, Wu H. Does online learning work better than offline learning in undergraduate medical education? A systematic review and meta-analysis, Medical Education Online. 2019;24:1. Available from: https://pubmed.ncbi.nlm.nih.gov/31526248/
  29. O’Doherty D, Dromey M, Lougheed J, Hannigan A, Last J, McGrath D. Barriers and solutions to online learning in medical education – an integrative review. BMC Med Edu. 2018;18:130. Available from: https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-018-1240-0
  30. Kim KJ, Kim G. Development of e-learning in medical education: 10 years’ experience of Korean medical schools. Korean J Med Educ. 2019;31(3):205‐14. Available from: https://pubmed.ncbi.nlm.nih.gov/31455050/
  31. Bi M, Zhao Z, Yang J, Wang Y. Comparison of casebased learning and traditional method in teaching postgraduate students of medical oncology. Med Teach. 2019;41(10):1124-8. Available from: https://www.tandfonline.com/doi/full/10.1080/0142159X.2019.1617414
Переглянути публікацію PDF