SIMULATION TRAINING AS A BASIC PLATFORM OF MODERN EDUCATION

• Published in: Visnyk problem biolohiï i medyt︠s︡yny Vol. 4; no. 1; pp. 222 - 224
• Main Authors: Zhukova, T. O., Vasko, L. M., Pochernyaeva, V. F., Marchenko, V. Yu, Udaltsova-Grodzinska, K. O.
• Format: Journal Article
• Language: English
• Published: Ukrainian Medical Stomatological Academy 01.12.2020
• Subjects: education; educational process; pedagogical model; performance evaluation; simulation scenario model; simulation training; training
• ISSN: 2077-4214; 2523-4110
• DOI: 10.29254/2077-4214-2020-4-158-222-224

Education is a constant and diverse spectrum of stimulation of thinking, it is the constant that forms the sharpness and clarity of thinking, intelligence. Modern educational programs are impossible without the use of simulation technologies and methods. Today Ukraine provides ample opportunities to be guided by the introduction of new methods into the educational and methodological process, to participate in grants, to use the achievements of foreign colleagues. Modern conditions change the assessment of practical training of the future doctor. The development of motivational compliance of professional activity is an urgent component of the formation of a comprehensive educational process, the development of which will deepen the specifics, direction and structure of learning. Stimulation of clinical and preventive thinking in students, using effective methods and techniques of learning the material increases the effectiveness of training and provides mastery of a huge array of knowledge. Flexibility of students, teachers and doctors in creating new projects of the educational process, the development of professionalism, begins with the creation of conditions for education, the use of distance education, the creation of educational complexes equipped with stimulators and test tasks of different levels. Modern pedagogical models are widely used in the form of simulation training. The advantage of this is the absence of risks for patients and patients, the ability to model and create situational problems, emergency situations, the ability to perform complex and painful procedures and interventions on the phantom, obstetrics, surgery and more. Working on phantoms and stimulators gives confidence in yourself and your knowledge, allows you to hone skills many times, perform an unlimited number of manipulations through successive repetitions with analysis of errors and advice from the teacher, get grades in electronic testing. Stress in the transition to real patients is minimized, which has a positive effect on the assimilation of the material and inspires further development and the desire to acquire knowledge. Also, the process of transition from phantom to real patient allows to reduce moral burden and teach to respect the fundamental ethical principles of medicine, because during training “at the patient’s bedside” there is no practical responsibility of students for the results of their actions. Questions arise: how often are such classes shown so that the student does not think that the responsibility for his education lies entirely on the evaluation of the program, that his legal and moral responsibility will come only after graduation and graduation. The negative aspect of the organizational process of stimulation education is the large number of student groups, the density of the schedule, insufficient training, teaching methods, simulation scenario plan, evaluation criteria. Despite the above, simulation models of learning have a great future, if we take into account the factors of safe acquisition of skills for the patient and student, namely: compliance with general rules, algorithms and protocols, student and patient integration.