Skills of distance teaching of physiology to students of Bukovina state medical university

Анотація

НАВИЧКИ ДИСТАНЦІЙНОГО ВИКЛАДАННЯ ФІЗІОЛОГІЇ СТУДЕНТАМ БУКОВИНСЬКОГО ДЕРЖАВНОГО МЕДИЧНОГО УНІВЕРСИТЕТУ Інга ТИМОФІЙЧУК, Світлана СЕМЕНЕНКО,

Буковинський державний медичний університет, Чернівці (Україна)

Навички дистанційного викладання фізіології студентам Буковинського державного медичного університету.

Використання інформаційних технологій в педагогічному процесі збільшилося, особливо, в останнє десятиліття. Сучасні комп'ютерні програми дозволяють забезпечити передачу знань і доступ до різноманітної навчальної інформації, а нові технології, такі як інтерактивні електронні навчальні посібники, мультимедійний контент, мережа Інтернет, сприяють більш активному залученню учнів до процесу навчання. Дистанційне навчання не обійшло стороною і медицину. Мета статті - розкрити досягнення і проблеми дистанційного викладання теоретичних дисциплін у Буковинському державному медичному університеті, що вже більше 10 років працює з сервером дистанційного навчання “Moodle”, який за роки свого існування постійно вдосконалюється. Новизна статті полягає в з'ясуванні причин популярності ресурсу в студентів, адже відомо, що студенти- медики, в першу чергу, намагаються отримати інформацію саме в Moodle. На сервері розміщені: методичні матеріали для підготовки, лекційний матеріал, підручники, календарні плани, довідники для студентів, інформація про відпрацювання, результати відпрацювань пропущених занять. Методологія статті включає порівняльний і аналітичний методи оцінки досягнень і проблем дистанційного викладання предмету «Фізіологія» студентам БДМУ. Завданням нашого дослідження стало зробити проміжні висновки про недоліки і переваги дистанційної форми навчання при вивченні фізіології студентами 2 курсу БДМУ. Висновки. Кафедра фізіології БДМУ за час викладання накопичила певний досвід дистанційної форми навчання. Колектив кафедри в ході викладання, удосконалив комп'ютерні навички, були оновлені та покращені сервери Moodle. Дистанційне форма навчання скорочує час навчання завдяки швидкості комунікації викладача і студента. Доступ до медичної інформації значно розширено і є можливість використання всіх форм навчання, в тому числі самостійної роботи в електронній бібліотеці. У сільських районах електронна медична бібліотека може стати одним з найбільш ефективних шляхів використання інформаційного прогресу в клінічній медицині. Своєчасне і оперативне впровадження дистанційної форми навчання в медичному університеті дозволило зацікавити студентів і в підсумку розвинути дистанційний формат навчання в єдину інформаційно-освітнє середовище університету, розширити електронну навчально-методичну базу університету та зберегти колишній освітній потенціал. Недоліком дистанційного навчання є неможливість надбання та відпрацювання мануальних навичок і виконання різних лікарських маніпуляцій під контролем викладача, що є основою якісної підготовки фахівців в медичних ВНЗ.

Ключові слова: дистанційна освіта, викладання студентам медичних ВНЗ, викладання фізіології, ресурс MOODLE.

The main text

moodle pedagogical distance education

The use of information technology in the pedagogical process has increased, especially in the last decade. The personal computer and the Internet have become integral components of professional education. The use of telecommunications and network technologies allows teaching in cases where teacher and student are separated by a significant geographic distance¹. Modern computer programs make it possible to ensure the transfer of knowledge and access to a variety of educational information, and new technologies, such as interactive electronic teaching aids, multimedia content, the Internet, contribute to more active involvement of students in the learning process. The interactive capabilities of information delivery systems make it possible to establish and even stimulate feedback, provide dialogue and ongoing support that are impossible in most traditional learning systems. Distance learning has not spared medicine either. For more than 10 years, the “Moodle” distance learning server has been operating at the Bukovina State Medical University, which has been constantly being improved over the years of its existence. Students, first of all, try to get information in the Moodle. The server contains: methodological materials for preparation, lecture material, textbooks, timetables, reference books for students, information about practicing, the results of practicing missed lessons. It is Moodle that works for students as an interactive whiteboard that is available 24 hours a day. In the conditions of quarantine and the transition to distance learning, using Google Meeting applications, the information posted on the server was very timely Anysymov A.M. Rabota v systeme dystantsyonnoho obuchenyia Moodle: Uchebnoe posobye, 2-e yzd. yspr. y dopoln, Kharkov, KhNAHKh, 2009, 292 [in Russian]. Kukharenko V.M. Rozvytok dystantsiinoho navchannia na suchasnomu etapi [Development of distance learning at the present stage. Scientific Bulletin of the National Academy of Statistics, Accounting and Auditing. Coll. Science wash], Naukovyi vistnyk Natsionalnoi akademii stat- ystyky, obliku ta audytu. Zb. nauk. prats, N 2, 2012, P. 117 -121 [in Ukrainian]..

But medical education is one of the few in the world that cannot be obtained by correspondence. At the beginning of the introduction of distance learning, this process was considered as a temporary measure, and the participants in the educational process, as every year, were ready for a short quarantine. Over time, according to reports from WHO, it became clear that the COVID 19 pandemic would last indefinitely. But how to continue the educational process in the context of the COVID 19 pandemic, when mankind has been challenged. To suspend the educational process, to put thousands of students in front of a choice - the loss of invaluable years. Few will be able to give an answer to this difficult question, let alone take responsibility for making such fateful decisions Kukharenko V.N. Praktykum dystantsyonnoho obuchenyia [Distance learning workshop], 2-e yzdanye, pod redaktsyei prof. Kukharenko V.N., Kyiv, Myllennyum, 2003, 196 p. [in Russian]. Khoruzhaia R.E., Kalynovskyi D.K., Tatarenko L.L. Dystantsyonnoe obuchenye v vysshei medytsynskoi shkole [Distance learning in higher medical school ], Ukraynskyi zhurnal telemedytsyny y medytsynskoi telematyky [Ukrainian Journal of Telemedicine and Medical Telematics], 2013, N 1, P. 217-220 [in Russian]..

The use of modern information technologies makes it possible to transfer the learning process to a qualitatively higher level. As a result, traditional education is reorientated to a fundamentally new level, where the role of the student changes: he becomes an active participant in the educational process.

Students of medical universities in the process of distance learning should acquire comprehensive technological knowledge necessary for future practice. However, the question arises: Is distance learning in medicine possible? Is it possible to ensure the development of clinical skills in a distance course without integrated face- to-face training? In any medical specialty, as opposed to the humanities, imaging plays a key role in acquiring the knowledge of a physician. It is impossible to imagine gaining knowledge of anatomy without working in a section, studying histology without working with microscope preparations, studying surgery without observing operations, etc Lobatenko K.D., Savchenko M.V. Model adaptyvnoho kontroliu znan (Informatsiini tekhnolohii: nauka, tekhnika, tekhnolohiia, osvita, zdorovia: Tezy dopovidei XXII mizhnarodnoi naukovo-praktychnoi konferentsii, Ch. III (15-17 zhovtnia 2014 r., Kharkiv), za red. prof. Tovazhnianskoho L.L., Kharkiv NTU “KhPI”, 330 p.) [Model of adaptive knowledge control (Information technologies: science, engineering, technology, education, health: Abstracts of the XXII International scientific-practical conference, Part III (October 15-17, 2014, Kharkiv)], P. 71 [in Ukrainian].. You can read a description of the X-ray picture of pneumonia in a textbook many times, but not remember it. But it is enough to see the X-ray once and remember it for life. The purpose of our study was to draw intermediate conclusions about the disadvantages and advantages of distance learning in the study of physiology by students of the 2nd year of BDMU.

Rapidly changing events in the country and in the world as a whole make us more mobile and require quick adaptation skills. The Department of Physiology of the BDMU during the teaching period has accumulated some experience in distance learning. The staff of the department, in the course of teaching, improved their computer skills, the Moodle servers were updated and improved. Physiology is studied by students of a medical university in the 2nd year in the block of biomedical disciplines (theoretical). From this point of view, distance learning should not worsen the assimilation of the subject. Practical exercises were carried out in accordance with the methodological developments for teachers and included all types of work: theoretical survey, test control, the practical part included watching video files, presentations, virtual physiology programs were used. From the point of view of the survey, the distance form has a number of advantages - the survey is individual (the microphones of other students are turned off). Students can pass the test control outside the classroom, within the framework of independent work. This approach saves time that can be used to analyze situational problems. The practical part of the subject, it is here that discussions "for" and "against" can arise. It is physiology that is the theoretical basis of medicine, which creates the basis for mastering clinical disciplines in senior courses, especially therapy. The subject contains a large volume of practical work, which is not possible to learn only with the help of virtual physiology. The first module, General Physiology, is studied by students in the fall semester and includes: physiology of excitable tissues, nervous system, endocrine glands, sensory systems. Many workshops were studied using the virtual physiology program, namely, the introduction of a microelectrode and the measurement of the resting potential and action potential, the conduction of excitation along the nerve fiber and the laws of conduction, the virtual administration of hormones and the observed effects. When studying the properties of the nervous system in practical classes (full-time), students studied tendon reflexes, and when studying sensory systems, they practically conducted a study of hearing acuity, visual acuity, visual fields with the help of equipment. In the conditions of the remote form, the development of such skills is reduced to watching video materials.

The second module of physiology, Physiology of the Visceral Systems, is devoted to the study of the functions of organs and systems. This is a block of material with a lot of practical work. Physiology of the cardiovascular system, where students are taught the skills of determining the boundaries of the heart, auscultation of heart sounds, recording an ECG and decoding. Respiratory physiology includes lung percussion, auscultation, pneumotachometry. When studying the section Physiology of digestion, practical work was carried out to study the properties of saliva, gastric juice, bile. Many of these works can be done independently after watching the training videos. But in this situation, that unique working moment is lost, which groups students into one team and develops their communication skills, which are necessary for a doctor, because his profession is working with people Medychna osvita u sviti ta v Ukraini [Medical education in the world and in Ukraine], I.Ye. Bulakh, O.P. Volosovets, V.S. Moskalenko ta in., Kyiv: Knyha plius, 2005, 384 p. [in Ukrainan]..

Distance learning cannot be considered as a correspondence form of education. It differs from distance learning by a more convenient information delivery system and the use of new technologies in the learning process, which allows expanding the geography of course participants and also expanding the thematic range of courses taught without reducing their quality. Distance learning reduces learning time due to the speed of communication between teacher and student. Access to medical information has been significantly expanded and there is an opportunity to use all forms of education, including independent work in the electronic library. In rural areas, the electronic medical library can become one of the most effective ways to use information progress in clinical medicine Khoruzhaia R. E., Kalynovskyi D. K. Vnedrenye dystantsyonnykh form obuchenyia v vysshei medytsynskoi shkole: plany, vozmozhnosty y realnost [The introduction of distance learning in higher medical school: plans, opportunities and reality], IX mezhdu- narodnaia konf. “Stratehyia kachestva v promyshlennosty y obrazovanyy”, 31 maia 7 yiunia 2013h.: tezysy dokl, Dnepropetrovsk, Varna, 2013, P. 459-461 [in Russian].. Timely and prompt implementation of distance learning at a medical university made it possible to interest students and, as a result, develop a distance learning format into a unified information and educational environment of the university, expand the electronic educational and methodological base of the university and maintain the previous educational potential.

The disadvantage of distance learning is the impossibility of acquiring and practicing manual skills and performing various medical manipulations under the supervision of a teacher, which is the basis for high-quality training of specialists in medical universities.