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Раздел iii. Современные аспекты медицинского образования *akhmetovazhadyra_777@mail.ru 23. Malau-Aduli B.S., Lee A.Y.S, Cooling N., Catchpole M., Jose M., Turner R. Retention of knowledge and per- ceived relevance of basic sciences in an integrated casebased learning (CBL) curriculum // BMC Med Educ. - 2013. - 13(139). - р. 1-8. 24. Wittich C.M., Lopez-Jimenez F., Decker L.K., et al. Measuring faculty reflection on adverse patient events: development and initial validation of a case-based learning system // J Gen Intern Med. - 2010. - 26(3). - р.293-298. 25. Eversmann-KOhne L., Eversmann T., Fischer M.R. Team- and case-based learning to activate participants and enhance knowledge: an evaluation of seminars in Germany // J Contin Educ Health Prof. - 2008. -28(3). - р.165-171. 26. Susan F. McLean . Case-Based Learning and its Application in Medical and Health-Care Fields: A Review of Worldwide Literature // Journal of Medical Education and Curricular Development. - 2016. - №3. - р.39-49. 27. Yoo, M.-S., Park, J.-H., & Lee, S.-R. (2010). The effects of case-based learning using video on clinical decision making and learning motivation in undergraduate nursing students // Journal of Korean Academy of Nursing. - 2006. - 40(6). - р.863-871. 28. Norman G.R., Schmidt H.G. The psychological basis of problem-based learning: a review of the evidence // Acad Med. -1992. - 67(9). - р.557-565. 29. Dolmans D.H., De Grave W., Wolfhagen I.H., van der Vleuten C.P. Problem-based learning: future challenges for educational practice and research // Med Educ. - 2005. - 39(7). - р.732-741. 30. Larin H.M., Buccieri K.M., Wessel J. Students’ perspectives on problem-based learning in a transitional Doctor- ate of Physical Therapy program // J Scholarship Teach Learn. - 2010. - 10. - р.128-144. 31. Jun Jin, Susan M. Bridges. Educational Technologies in Problem-Based Learning in Health Sciences Education: A Systematic Review // J Med Internet Res. - 2014. - 16(12). - р.251-256. 32. G.Williams, A. Lau. Reform of undergraduate medical teaching in the United Kingdom: a triumph of evangelism over common sense. BMJ 2004; 329:92. 33. Major C., Palmer B. Assessing the effectiveness of problem-based learning in higher education: lessons from the literature // Acad Exchange Qtrly. - 2001. - 5(1). - р. 1-6. 34. McParland M., Noble L.M., Livingston G. The effectiveness of problem-based learning compared to traditional teaching in undergraduate psychiatry // Med Educ. - 2004. - 38. - р.859-867. 35. Strobel J., van Barneveld A. When is PBL more effective? A meta-synthesis of meta-analyses comparing PBL to conventional classrooms // Interdiscipl J Problem Based Learn. - 2009. - №3. - р.48-51. 36. Strobel J., van Barneveld A. When is PBL more effective? A meta-synthesis of meta-analyses comparing PBL to conventional classrooms // Interdiscipl J Problem Based Learn. - 2009. - №3. - р. 36 SUMMARY In this paper, active methods of teaching in obstetric-gynecological practice are proposed for consideration, and a patent search is carried out on this topic. Objective: to analyze the use of active teaching methods in obstetric and gynecological practice according to scientific literature over the past 10 years. Materials and methods of research: 95 questions were found and analyzed in accessible literature with the use of international databases on the basis of the query on the given topic with the keywords: modern active teaching methods, simulators, obstetrics and gynecology, including 7 large randomized controlled trials, 5 systematic reviews and 1 meta analysis. Results of the study and their discussion: Applied computer technologies are becoming increasingly important for increasing the effectiveness of training specialists, in particular interactive computer simulators. Innovative virtual simulators are able to simulate not only the real kind of surgical instruments, but also the elastic properties of many intra-abdominal organs, large vessels with modeling of fine textural features of the cavities of the human body, objects of operation. Before the surgeon is allowed to independently perform laparoscopic interventions, he should perfectly practice the practical skills on the simulator and confirm (certify) the acquired level. Thus, based on the results of the analysis of the modern approach in the training of a obstetrician-gynecologist, the following conclusions can be drawn: 1.The optimal form of teaching practical skills are classes in interdisciplinary simulation or phantom centers with the interaction of students of different specialties in providing obstetric and gynecological care for the simultaneous development of teamwork skills and reducing medical errors. 2. The application of active teaching methods in medical education increases the development of clear and rapid solutions, improves teamwork; develops high communication skills; increases the thinking ability for self-improvement in the course of the whole life, the reproduction of the acquired knowledge after, the transfer of theoretical knowledge into practical skills. жүктеу/скачать 481,4 Kb. Достарыңызбен бөлісу:
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