МОДЕРНІЗАЦІЯ ТРАДИЦІЙНИХ МЕТОДИК ВИКЛАДАННЯ ЛЕКЦІЙ З МІКРОБІОЛОГІЇ, ВІРУСОЛОГІЇ ТА ІМУНОЛОГІЇ В РАМКАХ ДИСТАНЦІЙНОГО НАВЧАННЯ

Abstract

The authors have taken into account the experience of research and teaching at the Department of Microbiology, Virology and Immunology of Zaporizhia State Medical University, to formulate the basic principles for creating high quality video lectures for medical students, aiming to produce informative, structured and consistent lecture material. Depending on the format of the video lecture, the graphic material can be introduced as a presentation with screenshots (for example, in Microsoft Office 365, FastStone Capture, OBS Studio, etc.) or as a lecture recording with subsequent editing of materials and inclusion of certain fragments (illustrations, diagrams) etc. The latter option requires skills in video editing (Sony Vegas Pro, Adobe Premiere Pro, etc.). Mastering the basic skills of working with these programs allows you to maximize the visualization of the material covered by the lecture, which significantly increases the efficiency of learning for the medical students. As part of distance learning, the authors suggested the idea of recording individual fragments of video lectures, where the lecturer explains the specialized material in a logical sequence. The paper also provides recommendations for stimulating the attention of listeners while watching video lectures and presents several methods of activating students' thinking processes. Among other things, discussion questions at the end of the lecture allow to activate students' thinking processes, integrate and analyze the lecture material. Students give the answers to these questions in the comments to the video, analyze the answers of other participants and present their own opinions on the topic of discussion, which promotes the development of critical thinking and group work skills. You can control the listeners' attention and intensify the audience by switching the audience's attention with emotional pauses and unexpected examples, or by asking questions that challenge the voiced material. The perspective for further development is the creation of video fragments for practical classes for students by demonstrating laboratory experiments conducted by a teacher in a specially equipped microbiological laboratory.