PEDAGOGICAL AND ORGANIZATIONAL ASPECTS OF DISTANCE LEARNING IN MEDICINE

Abstract

The constantly growing amount of new knowledge, development of science-based diagnostic methods, effective treatment technologies, emergence of the latest innovative technologies and means of communication require revolutionary changes in the system of medical education. One of the important trends in the development of modern education has been the widespread introduction of various distance learning technologies. The article considers the main tasks of distance learning in the medical field and scientific approaches to its implementation. Therefore, the purpose of this article is to analyze and highlight the principles of distance learning. For effective organization of distance learning it is necessary to follow the basic didactic principles and to apply information-receptive and research methods. To ensure effectiveness of distance learning, basic distance learning technologies such as case technologies, TV technologies, and web platforms can be recommended. The experience of implementing distance learning at the Department of Microbiology, Virology and Immunology of the Ukrainian Medical Dental Academy has shown that in the conditions of quarantine restrictions, the introduction of mixed computer and Internet technologies is optimal. ZOOM and Google Classroom platforms have been found out to be the most adapted and easy to use for practical classes. However, the problem of acquiring practical skills by medical students is still remaining unsolved, and in particularly: work with a microscope, preparation of drugs, cultivation of microorganisms, production and accounting of antibioticograms, serological reactions, etc. Thus, the pedagogical and organizational principles of medical education contribute to the introduction of new information technologies into the educational context, but now can be considered only as part of the conventional teaching.