VISUALISATION OF HISTOLOGICAL SPECIMENS AND TASKS AS A TECHNIQUE TO IMPROVE KNOWLEDGE, SKILLS AND ABILITIES OF MEDICAL STUDENTS

Abstract

The purpose of this study is to explore the role of visualization of histological tasks in improving the quality of knowledge, abilities, and skills of medical students by summarizing the work experience of the Department of Histology, Cytology, and Embryology.
 In the field of higher medical education, the discipline of "Histology, Cytology, and Embryology" is crucial as it forms the foundation of students' understanding of the microscopic and functional morphology, structure, development, and regeneration of human cellular, tissue, and organ systems. However, first-year medical students often struggle with the vast amount of information presented to them.
 To optimize the teaching of this discipline and enhance the quality of students' knowledge, modern teaching methods and technologies are employed, including the use of microscopes with video apps, multimedia projectors, and educational resources that take advantage of digital technologies. The staff of the Department of Histology, Cytology, and Embryology has also created educational resources that broaden the possibilities of digital technologies for visualization of microscopic structures: collections of photomicrographs of histological preparations and electronograms, multimedia presentations, educational films, animated videos and Internet resources (computer training programs, electronic atlases, etc.).
 Students complete visualized tasks for the diagnosis of histological preparations by establishing correspondence between digital markings of structures on images of micro-samples and proposed lists of histological structures, or by diagnosing drugs through determining their colour and histological structures. These visual tasks expand the possibilities of studying histology, cytology, and embryology, eliminating randomness in assessing students' knowledge, abilities, and skills.
 In practical histology classes, moulages of histological preparations, structures of human embryonic development, facial development, teeth, and their supporting apparatus, thematic stands, and wet preparations are used to enhance the visualization of histological structures.
 By visualizing histological samples and tasks in practical classes, students can better assimilate educational material and acquire the skills necessary for differential diagnosis based on the analysis of microsamples. The experiences of the Department of Histology, Cytology, and Embryology can serve as an example of the positive impact of this approach on the quality of medical education.