THE ROLE OF ROLE-PLAYING GAMES IN THE STUDY OF OBSTETRICS AND GYNECOLOGY
DOI:
https://doi.org/10.11603/me.2414-5998.2017.2.7880Keywords:
role-playing game, Obstetrics and Gynecology, the learning process, online training.Abstract
The aim of the study – to cover the role of role-playing games in professional skills formation and learning material on Obstetrics and Gynecology absorption, particularly during themes on Emergency study.
The main body. Role-playing game is a method in which, during the training, the participants, by taking on certain roles converting, act activele and reproduce in this clinical situation. Students in such circumstances reveal aspects of their medical hatitude, especially teamwork. The critically analyze mistakes, learn better ways to work and train to improve their skills with lecturer’s help. For the purpose of consolidation of learning students get during lectures, practical classes, individual work on theme “Postpartum Hemorrhage”, the role-playing game script is developed. Every game participant fulfill his commitments according to care delivery algorithm in the case of Postpartum Hemorrhage, commenting his actions, showing practical skills and giving theoretical answers.
Conclusion. The role-playing games use while learning allows to approach learning process to practice, take the realities into account, adopt solutions in terms of conflict situations, defend proposal, develop sense of play and teamwork skills among participants, to get results for a very limited time.References
Kozyrieva, N.Yu. (2001). Rolova hra yak odyn iz zasobiv interaktyvnoho navchania [Role-playing game as one of the means of interactive learning]. Uchenyye zapiski Tavricheskogo natsyonalnogo universiteta im. V.I. Vernadskogo. Seriya «Filologiya. Sotsyalnyye komunikatsyi» – Proceedings of Taurian National University by V.I. Vernadsky. Series «Philology. Social communication, 25 (64), 1 (2), 289-293 [in Ukrainian].
Akusherski krovotechi: Nakaz MOZ Ukrainy № 205 vid 24.03.2014 Postpartum hemorrhage: Order of the MOH of Ukraine № 205 of 24.03.2014 [in Ukrainian].
Ivchenko, V.K., Mezhenskyi, P.S., & Shvets O. I. (2001). Pro deiaki problemy praktychnoi pidhotovky fakhivtsiv [Some problems of professionals’ practical training] Problemy medychnoi nauky ta osvity – Problems of Medical Science and Education, 3, 32-33 [in Ukrainian].
Shcherban, M. (2004). Modernizatsiia medychnoi osvity: shliakh do polipshennia zdorovia [Modernization of medical education: a way to improve health]. Vashe zdorovia –Your Health, 9, 6 [in Ukrainian].
Kyrychok, V.A. (2016). Mozhlyvosti zastosuvannia interaktyvnykh metodiv navchannia u systemi pisliadyplomnoi medychnoi osvity [Possibilities of application of interactive training methods in the system of postgraduate medical education]. Medychna osvita – Medical Education, 1, 25-28 [in Ukrainian].
Hromova A.M., Nesterenko L.A., Tarasenko, K.V., et al. (2016). Suchasni pidhody do vedennia polohiv ta pisliapolohovoho periodu pry patolohichnomu perebihu vahitnosti [Current approaches to the management of labour and the postpartum period with a pathological pregnancy]. Poltava: VDNZ “Ukr. med. stomatol. akad.” [in Ukrainian].
