Автор(ы): Joniev S.Sh.
Город: Самарканд, Узбекистан
Учреждение: Samarkand State Medical University
Актуальность
It is necessary to develop and implement a holistic approach to mastering practical skills in the educational process. This consensus is unique, as all components of the etiology, pathogenesis, diagnosis, and treatment of emergency conditions are currently studied during different periods of various disciplines, failing to provide students with a holistic understanding of the development of critical conditions. Integrated practical simulation training is one of the promising teaching methods.
Цель
This consensus is unique, as all components of the etiology, pathogenesis, diagnosis, and treatment of emergency conditions are currently studied during different periods of various disciplines, failing to provide students with a holistic understanding of the development of critical conditions. Integrated practical simulation training is one of the promising teaching methods.
Материалы и методы
The topic and practical training part of the simulation session "Terminal States and Advanced Cardiopulmonary Resuscitation" is mandatory for students of all specialties. The training takes place in the department's simulation classroom, which allows for the generalization of material and technical resources and the pedagogical experience of teachers to improve students' acquisition of practical skills and proficiencies. The primary requirement for successful training on simulation mannequins is a deep theoretical knowledge of the simulated topic. For this purpose, a calendar-thematic plan of the discipline was developed according to the curriculum, and a chronological map of integrated practical training was created, consisting of two parts:
Результаты
In this part, students are explained the etiology, pathogenesis, clinical presentation, diagnosis, and emergency measures for critical conditions. Students are encouraged to independently systematize their knowledge in fundamental disciplines (clinical anatomy, physiology, etc.) to gain a deep understanding of the etiological and pathogenetic processes occurring in patients with critical conditions. Subsequently, students are offered to theoretically study new material dedicated to providing emergency care for critical conditions. As a rule, these are educational materials from the main recommended literature on resuscitation and clinical protocols. The goal of this stage is for students to acquire deep theoretical knowledge on the studied topic during simulation training.
Обсуждение
with mannequins, which proceeds in several stages. The first stage involves an introductory part of the session, where students familiarize themselves with the mannequins, their operational features, and the available instruments, tools, and equipment.
The second stage of the practical session involves training on simple mannequins to master the technical skills of performing basic cardiopulmonary resuscitation. In the next stage, the task becomes more complex, moving to complex simulation, such as acquiring practical skills in providing emergency care for clinical death, coma, etc. Special instruments and apparatus for CPR are used, allowing for a realistic simulation of clinical scenarios with a comprehensive assessment of various parameters of the presumed patient. It is important to evaluate the effectiveness of the manipulations performed by students, i.e., the mannequin's reaction to the manipulation and the teacher's correct assessment of the student's actions. If the student correctly follows the algorithm of actions, they receive a positive evaluation. The success of student learning depends on the presence of both components – theory and practice. Without theoretical knowledge of care algorithms, sessions with mannequins have low effectiveness. The time allotted for simulation is not used rationally, and the teacher is distracted by explaining theory and repeating the algorithm.
Выводы
Pedagogical experience should be aimed at improving practical skills and proficiencies in emergency medicine, anesthesiology, and reanimatology. Integrated practical simulation training is a form of meaningful intensive practice for students of all specialties in the subject "Emergency Medical Care." This teaching method allows not only to master technical skills, remember algorithms, or clinical protocols for nosological forms but also to continue forming clinical thinking in students. Teaching this subject at the department is designed to enhance the level of theoretical knowledge and practical skills of students in the educational process, ensuring their effective transition to fulfilling subsequent educational tasks.
Жониев Санжар Шухратович
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