SIMULATION LEARNING AND CASE TECHNOLOGIES IN FUTURE DOCTORS’ TRAINING

Abstract

At the current stage of healthcare provision, more and more attention is being paid to patient safety, ethical questions, increasing demand to responsibility of healthcare professionals, their professional aptitude, as well as rapid evolution of different procedures and methods. Virtual reality tools are seen as a source of technological opportunities in the education and medicine, complementing a set of traditional learning methods. Building up and fostering professional competences over the discipline «Human Anatomy» implies appropriate using the latest technologies that contribute to the development of clinical thinking and knowledge acquisition. The aim of this study is to conduct a theoretical analysis of scientific psychological, pedagogical, methodological and medical publications, methodological work of the department on applying modern pedagogical technologies in the process of professional training of future medical doctors.
 The use of the latest methods and modern computer technologies in the teaching medical students leads to better educational outcomes, stronger professional competencies as well as promotes the development of clinical thinking that allows future doctors to generate interesting ideas, make the right and quick decisions and be active learners. The combination of classical anatomy and the cutting edge innovative computer technologies provides an excellent opportunity to dive into the extraordinary fascinating world of the human body. The use of modern pedagogical technologies, and, in particular, simulation learning technologies and case technologies in the course of doctors’ training performs several important functions: controlling, as it reveals the assimilation of knowledge, build up of skills and abilities; educational, as it ensures that students achieve a high level of knowledge in the discipline; educational, as it fosters the personal qualities of future doctors. Effectively organized student's independent learning and classroom activities enable teacher to promote the development of clinical thinking, which makes the ground for the formation of qualified and successful specialists.