N 1 (182) 2023. P. 43–48

IMPLEMENTATION OF INNOVATIVE TOOLS IN CLINICAL DISCIPLINE TEACHING IN EMERGENCY CONDITIONS

Yu. P. Kharchenko, A. V. Zaretska, T. M. Prokopova, Ie. O. Maznichenko

Odesa National Medical University, Odesa, Ukraine

DOI 10.32782/2226-2008-2023-1-8

Despite the spread of the implementation of distance education in medical faculties, the use of interactive learning and innovative technologies remain insufficiently researched and there are limitations in their implementation.

Interactive learning includes using technical resources in teaching (online tests, video conferences, chats, online discussions, virtual classes, virtual learning environments, synchronous and asynchronous use of audio and video, online games, online cases, repository, ePBL, ePortfolio, etc.). The advantages of interactive learning include flexibility in time and place of use, quick access to a huge amount of information, economic attractiveness, and in the case of an asynchronous learning model – the individuality of the student’s perception

The innovative tool’s implementation allows you to expand teaching opportunities for better assimilation of educational material. It can contribute to increasing students’ independence in making clinical decisions not only in emergency conditions.

Key words: e-learning, distance learning, innovative teaching tools.

 

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
View article PDF