INNOVATIVE TECHNOLOGY OF ACTIVE LEARNING OF OBSTETRICIANS AND GYNECOLOGISTS
DOI:
https://doi.org/10.11603/me.2414-5998.2017.1.7695Keywords:
simulating learning, role-plays, innovative teaching methods.Abstract
The aim of the study – comparative evaluation of innovative technologies in the educational process of students and postgraduate students.
Materials and Methods. The research is based on studying the experience of the Department of Obstetrics and Gynecology № 1 of Odesa National Medical University to provide theoretical and practical training for students and postgraduate students.
Results and Discussion. Innovative methods of teaching of postgraduate students intensify educational and cognitive activity and expand their creativity, which contributes to more effective human resources policy in health care. The traditional way to transfer knowledge includes lectures, seminars and workshops. However, innovative approaches to their implementation to solve problems not only mastering the knowledge and professional skills formation, but also the development of creative and communicative abilities. Therefore, the department is actively used unconventional methods of presentation lectures and actively used its own simulation teaching methodology, based on role-playing techniques and standardized patient. Also, the Department of Obstetrics and Gynecology № 1 collaborates with Educational-innovative Centre for the Physicians Practical Training, where students and postgraduate students are trained clinical skill, based on the use of simulation technology.
Conclusions. Innovative methods of teaching postgraduate students stimulate educational activities and increase their creative abilities, thereby ensuring effective public policies in the health system. Experience with simulation center and the obtained results indicate its high potential in the development of the clinical competence of students and postgraduate students and patient safety.
References
Artomenko, V., & Nosenko, V. (2016). Efficiency of innovative simulation training obstetricians and gynecologists. Proceedings of the Association of Obstetricians and Gynecologists of Ukraine, 2 (38), 26-32.
Malanchuk, L.I. (2012). Current approaches to teaching specific issues of Obstetrics and Gynecology. Medical Education, 1, 93-95
Voronenko, J.V., & Serdyuk, A. (2007). Determination of quality criteria in a system of continuous professional development of physicians and pharmacists on the concept of credit. Medical Education, 3, 11-15.
Kukharenko, V.M. (2012). The development of distance learning today. -
Scientific Proceedings of the National Academy of Statistics, Accounting and Auditing. Zb. nauk. works, 2, 117-121.
Lobatenko, K.D., & Savchenko, M.V. (2014). Model adaptive control of knowledge (Information Technology: science, engineering, technology, education, health: Abstracts of XXII International Scientific Conference, Part III (15-17 October 2014, Kharkov). Tovazhnyansky, L.L. (Ed.). Kharkov: NTU "KPI".
Bulakh, I.E., Volosovets, A.P., & Moskalenko, V.S. (2005). Medical Education in the world and in Ukraine. Kyiv: Book Plus.
Kazakov, V. & Talalayenko, A.M. (2001). The methodology and implementation of quality management systems of medical education. Donetsk.
Zhuravlev, L. & Lopina, N.A. the use of modern information and educational web technology in undergraduate and postgraduate training of doctors in the context of the law on higher education. Retreived from: http://repo.knmu.edu.ua/bitstream/123456789/9290/1
Naumov, L.B. (1986). Teaching games in medicine. Tashkent: Meditsina.
James John, T.A. (2013). Evidence-based Estimate of Patients Harms Associated with Hospital Care. Journal of Patient Safety, 9 (3), 122-128.
