Acumen:
International Journal of
Multidisciplinary Research
ISSN: 3060-4745
IF(Impact Factor)10.41 / 2024
Volume 2, Issue 2
296
Acumen: International Journal of Multidisciplinary Research
ADVANTAGES AND DISADVANTAGES OF
IMMITATION TRAINING
1
Qodirov F.,
2
Davronov B. A.,
3
Ismoilova. M
1.
Assistant at Central Asian Medical University
2.
Central Asian Medical University DI 3nd stage 1522- group student
3.
Central Asian Medical University DI 2nd stage 223- group student
Abstract.
The article deals with topical issues of simulation training in the course of
training practices of medical University. The task of the educational process
at the medical University is to form practical skills of students from the first year with
the help of simulation training.
Key words:
medical education, simulation training, practical skills.
When studying academic disciplines at a university, the priority is the formation
of general and professional competencies, the effectiveness of mastering which
depends on the cognitive activity of the student himself.
The traditional system of practical training in the field of health care has a number of
shortcomings, which are leveled by simulation training [1].
In connection with these changes, the problem of mastering professional skills is of
particular importance today. It is necessary that the student
participated in educational activities in a motivated manner, using modern teaching
technologies, so that educational activities would increase the level of professional
skills and competencies [2].
Already from the 1st course, future doctors get acquainted with clinical practice,
the psychology of communication with patients. A special role in the professional
training of doctors is played by educational and industrial practices, when the student
makes the most comprehensive use of all his abilities, his real preparation for
independent work. Through practice, they accumulate initial work experience. For a
future doctor, detailed mastery of practical work skills is a necessary guarantee of
further, successful medical activity. During the educational process of the disciplines
of educational practices on the 1st year in the specialty "Medicine" - "Nursing the
therapeutic profile", "Pediatrics" - "General care for sick adults and children of the
therapeutic profile", 2nd year "Dentistry" - "Fundamentals of clinical care" has to
constantly focus on students there, attention is paid to the fact that the acquired general
and professional competencies, even in the work of middle and junior honey.
Acumen:
International Journal of
Multidisciplinary Research
ISSN: 3060-4745
IF(Impact Factor)10.41 / 2024
Volume 2, Issue 2
297
Acumen: International Journal of Multidisciplinary Research
personnel, will be useful in further practical medical activities. Therefore, the
introduction of simulation teaching methods is one of the conditions for effective
student training in mastering practical skills.
At the Ferghana Medical Institute of Public Health, the process of developing
simple practical skills is concentrated in departments equipped with elementary
simulators, while the development of complex practical skills and control of their
mastery takes place on the basis of a simulation technology center equipped with
simulators of a high level of realism with a feedback system and controllers [3].
In preparation for practical activities, it is customary to distinguish between
technical and non-technical skills. Technical (manipulation) skills - in terms of labor
intensity, all manipulations are divided into simple (basic), medium complexity and
high-tech. Basic technical skills - manipulations for patient care (treatment of the oral
cavity, washing, feeding, bedding, changing clothes, moving, assistance with natural
needs). Interventions of medium complexity - methods for assessing the patient's
condition (measuring div temperature, counting the number of heartbeats, respiratory
movements), simple physiotherapy procedures (compresses, mustard plasters), non-
infectious use of drugs. High-tech interventions - these manipulations are associated
with a violation of the integrity of the skin, contact with the mucous membranes of the
patient: the introduction of drugs by injection (intradermal, subcutaneous,
intramuscular, intravenous injections), infusions and transfusions into peripheral veins.
Drainage of hollow organs through natural openings (aspiration of gastric contents and
gastric lavage, duodenal sounding, bladder catheterization, all types of enemas). Non-
technical skills - a combination of cognitive (gathering information, assessing a
situation, making decisions) and social skills (communication, being able to work in a
team, etc.)
Non-technical skills include communication skills, namely:
the ability to collect information;
correct assessment of the information received;
forecasting the development of an event;
decision-making;
overview of options;
risk weighting;
the ability to convey information and receive it;
teamwork;
ability and willingness to assist;
coordination, distribution of powers;
leadership;
Acumen:
International Journal of
Multidisciplinary Research
ISSN: 3060-4745
IF(Impact Factor)10.41 / 2024
Volume 2, Issue 2
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Acumen: International Journal of Multidisciplinary Research
prioritization; assessment of the time factor;
stress management, fatigue factor assessment and many others [4].
Namely, non-technical skills - a combination of cognitive and social skills (the
ability to communicate, leadership, cooperation, the ability to work in a team, the
ability to present one's ideas, solve open social problems, etc.) [5] cause particular
difficulty for students.
According to the work program, within the framework of the competency-based
approach, educational practice is organized from educational and practical work in the
classroom, the development of practical skills on simulators and work in hospital
departments.
Based on the topics of the classes, a list of practical skills has been compiled that
must be mastered during the training practice, from the simplest (change of bed and
underwear, use of a heating pad, setting a wet warming compress) to difficult for first-
year students (setting injections and providing emergency pre-hospital care).
help).
30% of the time is allocated to the theoretical component of the training and
practical session, and the development of practical skills in the classroom in the
simulation class and therapeutic departments of the hospital takes 70% of the time.
Much attention in the educational practice is given to the independence of students in
the course of developing practical skills.
Simulation technologies, algorithms and standards, simulators and phantoms,
videos of practical skills, which are an obligatory component of the professional
training of future medical workers, an important stage in the preparation of students at
the Fergana Medical Institute of Public Health, help to develop and acquire skills.
Given that educational practice involves the acquisition of practical skills within
the framework of a competency-based approach under the supervision of teachers,
some methodological approaches to the development of practical skills and the
formation of professional competencies using simulation technologies have been
developed from the experience of our work. The organization of work in training and
practical classes is based on a scheme of 6 levels: theoretical familiarization,
observation of performance, work with algorithms and checklists, complete theoretical
understanding, demonstration of the skill by the teacher, independent performance (on
simulators) [6].
Practical training is impossible without contact and communication with real
patients, but increasingly, patient safety and well-being is a fundamental ethical issue
[7]. In 2009, the World Alliance published a guide to patient safety for medical schools,
which notes that universities should create a safe and secure educational environment
Acumen:
International Journal of
Multidisciplinary Research
ISSN: 3060-4745
IF(Impact Factor)10.41 / 2024
Volume 2, Issue 2
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Acumen: International Journal of Multidisciplinary Research
for teaching clinical skills. One way to achieve this goal is through simulation learning,
which allows students to make mistakes in a safe environment [8].
Consolidation of professional skills acquired in training practices takes place at
summer production practice (SOP) for 1st and 2nd year students, where students work
as an assistant to junior medical staff and a ward nurse at various clinical bases in
Ferghana, implementing and deepening the acquired theoretical and practical
knowledge, and also get the first independent experience of communicating with
patients [9].
A survey was conducted among students of the 1st, 2nd and 3rd year of the
faculty "General Medicine", "Pediatrics" at the end of the training practice and after
the internship "Assistant of junior medical personnel", "Assistant to the ward nurse".
After analyzing the questionnaires of 1st year students after completing the training
practices, we obtained the following results.
To the question “Are you ready for the upcoming summer internship after
completing the internship”? students expressed readiness for 5 points, which amounted
to (54.5%), for 4 points - (68.5). The fear of the students was caused by filling out the
documentation and adapting to the conditions of an unfamiliar team.
The percentage of mastering practical skills at 5 points was noted by 72.5% of first-
year students, at 4 points - 15%, at 3 points - 12.5%, in addition, students expressed
fear when communicating with patients "one on one" (35% ). (74.5%) students noted
their independence in the course of educational practice, (22.6%) noted activity only
in the presence of a teacher, and (2.9%) percent declared a lack of interest in classes.
Negative moments in the development of simulation skills in the classroom for
educational practice, according to teachers, can be considered the emotions of students
(biased laughter, lack of communication with the patient, lack of reality of the
situation). After passing the production practice after the 1st and 2nd courses, 64% of
students noted their readiness for their next practice, 36% expressed uncertainty in
practical skills that they performed only in the 1st year during the training practice.
Thus, the lack of consolidation of skills and the time interval leads to their partial
loss and self-doubt. After passing the industrial practice, on the question of
independence, it was noted that 82.5% of students worked independently after the task,
in the presence of medical personnel - 17.5% of students. Which indicates an increase
in communication and practical skills during the work experience.
Negative moments during the first-year internship, according to the reviews of
the practice leaders, can be considered a partial loss of skill (the theoretical part is
performed, and the practical one, only with the prompts of medical workers),
uncertainty in their actions, some students have a frivolous attitude to industrial
Acumen:
International Journal of
Multidisciplinary Research
ISSN: 3060-4745
IF(Impact Factor)10.41 / 2024
Volume 2, Issue 2
300
Acumen: International Journal of Multidisciplinary Research
practice, self-doubt when working in a team and when communicating with medical
personnel.
Thus, after analyzing the results of the experience of the last five years,
questioning students and reviews of practice leaders, we can draw the following
conclusions: work in simulation classes leads to the full development of practical skills,
however, consolidation of the results should take place simultaneously with work in a
hospital, difficulties in the first courses cause a lack of full knowledge of anatomy and
physiology, which leads to a biased assessment of the situation, and therefore causes
various emotions (laughter, tears, embarrassment). consolidation of practical skills
should take place constantly, using video material of practical skills. Particular
attention should be paid to non-technical components of the practical skill, such as
communication skills, using non-standard situations in the classroom.
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