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American Journal Of Social Sciences And Humanity Research
(ISSN
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OCLC
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1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
The article argues that the Biochemistry course, being necessary for the study of other disciplines, develops the
competencies required in the teaching process, and at the same time is of great importance for the doctor in
implementing interdisciplinary integration and professional integration necessary in his professional activities.
Business games in the form of students’ formulation of situational problems and test tasks, con
ducting lessons in the
form of competitions, building logical-
semantic systems develop students’ cognitive abilities: independent thinking,
creativity, problem-
solving skills, assessment skills; increase students’ creative independence, allow them to
consolidate knowledge obtained as a result of studying different disciplines and establish interdisciplinary
connections, strengthen their interest in science, scientific research, help connect scientific and theoretical principles
with the clinic, and contribute to the development of practical work skills.
KEYWORDS
Problem-solving skills, creativity, conducting lessons in the form of competitions, scientific research.
INTRODUCTION
Research Article
WAYS TO IMPROVE THE EFFECTIVENESS OF BIOCHEMISTRY LESSONS
BASED ON MODERN APPROACHES
Submission Date:
December 12, 2024,
Accepted Date:
December 17, 2024,
Published Date:
December 22, 2024
Crossref doi:
https://doi.org/10.37547/ajsshr/Volume04Issue12-16
Feruza Nurutdinova
Department of Biochemistry, Bukhara State Medical Institute, Bukhara, Uzbekistan
Journal
Website:
https://theusajournals.
com/index.php/ajsshr
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
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OCLC
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Publisher:
Oscar Publishing Services
Servi
One of the most important fundamental subjects for
students of higher medical education institutions is
biochemistry, during the study of which students
acquire basic medical knowledge about the molecular
basis of the functioning of the organism, the
emergence and development of pathological
processes, and the clinical thinking of a future doctor is
formed.
The difficulty of teaching biochemistry is that the
constantly updated and supplemented information
requires a lot of independent preparation from
students. Here, the quality of studying the subject
directly depends on the cognitive abilities of students,
which can be developed thanks to various active
learning methods that help to form logical thinking and
analyze information, as well as a creative approach to
the problem. In turn, good cognitive abilities help to
master the material and, ultimately, to develop the
intellectual potential of a person to the maximum.
In order to increase the cognitive abilities of students,
stimulate their creative activity and the desire to
independently search for information, various forms of
situational analysis have recently been used, which are
the interaction of students' cognitive activity,
interactivity within the group, initiative, and practical
experience.
In the process of teaching biochemistry to second-year
students of the directions of treatment work,
pediatrics, medical prevention work and medical
biology work at the Department of Biochemistry of the
Bukhara State Medical Institute, the method of
compiling situational problems and test tasks for
students from biochemistry was used [1-3].
Competence
in
biochemistry
increases
the
competitiveness of a future medical specialist in the
labor market, provides an opportunity to work in the
pharmaceutical industry, and in addition, the
experience of applying the knowledge and skills
acquired in professional work to solve practical
problems and the mastery of modern biochemical
methods of analysis will serve as a foundation for
extensive scientific research.
A
competency-based
approach
to
teaching
biochemistry
The main trend of modern education reform is, of
course, the introduction of a competency-based
approach, which is emphasized by life itself. Currently,
it is impossible to become a full-fledged specialist by
repeating and applying what you have learned only
once. The scheme of the modern professional program
provides for the listing of professional competencies in
its introductory part, the formation of which should be
directed from the initial stages of studying the subject.
As you can see from Table 1, biochemistry helps to form
the most important medical competencies, a
significant part of which are competencies related to
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the ability to conduct a targeted search, collect and
generalize scientific information.
Table 1
Professional competencies and their formation for studying biochemistry
№
Content of the competency
PC-2 Ability and willingness to identify the natural scientific nature of problems arising in
the process of professional activity and to use appropriate physical, chemical and
mathematical tools to solve them.
PC-3 Ability and willingness to develop a systematic approach to analyzing medical
information based on the broad principles of evidence-based medicine, based on
finding solutions using theoretical and practical skills to improve professional
practice.
PC-5 Ability and willingness to interpret the results of modern laboratory and instrumental
studies.
PC-15 Ability and willingness to make diagnoses based on the results of biochemical studies
of biological fluids.
PC-17 The ability and readiness to identify the main pathological signs and syndromes of the
disease in patients, taking into account the laws of the course of pathology in organs,
systems and the div as a whole, using knowledge of the basics of medicine and
biological sciences; analyze the laws of the functioning of various organs and systems
in various diseases and pathological processes, and carry out basic diagnostic
measures to identify urgent and life-threatening situations.
PC-18 Ability and willingness to analyze and interpret the results of modern diagnostic
technologies for age and gender groups of patients, taking into account the
physiological characteristics of the div, in order to implement successful treatment
and preventive measures, identify physiological pregnancy, and participate in forensic
examinations.
PC-27 Ability and willingness to use regulatory documents adopted in the healthcare sector
(laws of the Republic of Uzbekistan, technical regulations, international and national
standards, orders, recommendations, terms, international systems of units (SI), current
international classifications, as well as documents for assessing the quality and
efficiency of medical organizations).
PC-31 Ability and desire to study scientific and medical information, local and foreign
experience.
PC-32 Ability and desire to participate in the development of modern theoretical and
experimental research methods to create promising tools, and in organizing practical
use and implementation of research results.
Experimental part
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The introduction of a competency-based approach
requires restructuring the entire educational process
and the entire list of educational technologies used.
Taking into account modern trends in the educational
process, not traditional reproductive methods, but
teaching technologies that activate the student's
creative activity and form an active approach to
studying science should prevail. In relation to
biochemistry, such interactive technologies involve
students not only solving, but also creating test and
situational problems, defending abstracts, conducting
roundtable discussions, group conferences, creating
multimedia atlases and presentations, conducting
research on the search for pathological components of
gastric juice, urine, determining vitamin supply, etc.
Biochemical practice, biochemical experience are an
important element in the development of the natural
scientific thinking of the future doctor. Modern
computer technologies allow, along with traditional in
vitro experiments, to introduce schemes called smart
maps into the educational process. Computer
modeling of molecular processes, presentation of
computer simulations of modern biochemical
methods, molecular analysis methods can significantly
bring the institute's biochemistry course closer to the
achievements and capabilities of modern science.
Computer animations and videos are also an excellent
tool for visualizing complex molecular processes -
protein-ligand interactions, conformational changes,
the work of supramolecular complexes, proteomes,
matrix synthesis, intracellular signaling.
Implementing a competency-based approach to
teaching biochemistry
The competency-based approach in higher education
institutions ensures the integration of traditional
effective teaching technologies with innovative
technologies, the formation of specialists with the
necessary level of training and the necessary
professional competencies.
Competence, which is the ability of a specialist to
perform his professional functions qualitatively and to
improve himself as a result of training, is achieved
primarily through the student's
mastery of
fundamental knowledge, without which practical
activity is unthinkable. On the basis of this fundamental
knowledge, special knowledge is developed with the
gradual formation of practical skills.
At the current stage of education development, the
increase in the number of credits due to the increase in
classroom hours and extracurricular (TMI) hours
allows solving problems arising in the study of
biochemistry. An important place is occupied by self-
regulating educational technologies and technologies
for the development of professional education.
In our opinion, the most effective is active learning,
which consists in constant interaction between the
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teacher and the student, ensuring the implementation
of the internal mechanism of self-development of
students, which increases the quality of teaching and
provides
constant
monitoring
of
students'
independent work. Active learning includes the
cognitive activity of students; we will not be mistaken
if we define it as intra-group and intergroup
interactivity of students and the interaction of the
teacher and the student with initiative, practical
experience. Such forms as debates and discussions,
seminars, practical exercises, round tables have long
become traditional. Recently, trainings, business and
role-playing games, test-training systems, situation
analysis and brainstorming, stimulating cognitive
activity, intellectual creativity, and motivating students
to acquire independent knowledge have been widely
used to increase the level of student activity in the
learning process.
Similar innovative technologies are being introduced at
the Department of Biochemistry of the Bukhara State
Medical Institute. Identifying a problem to overcome a
simulated situation, as well as developing methods for
solving this problem, is an example of a more complex,
higher form of educational activity than the form that
involves solving ready-made problems. In this regard,
the active form of teaching creates certain difficulties
for students, the elimination of which requires
integrative knowledge and allows you to connect the
knowledge gained with clinical sciences, which creates
additional motivation for educational activities and in
the future independently appeal to the sources of
fundamental sciences.
Developing students' cognitive abilities in the process
of teaching biochemistry
The quality of teaching biochemistry directly depends
on the cognitive abilities of students, which can be
developed through various active teaching methods
that help to form logical thinking and analysis of
information, as well as a creative approach to the
problem. In turn, good cognitive abilities contribute to
better assimilation of the material and, ultimately, the
maximum development of the intellectual potential of
the individual.
In order to increase the cognitive abilities of students,
stimulate their creative activity and the desire to
independently search for information, various forms of
situational analysis have recently been used, including
the cognitive activity of students, interactivity within
the group, the initiative of students and interaction
with practical experience.
In the process of teaching biochemistry to 2nd-year
students of the medical faculty of the Bukhara State
Medical Institute, a method was used that included the
formulation of situational problems and test tasks in
biochemistry by students.
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Analysis and solution of situational problems
formulated by teachers and students in the lesson on
the topic "Interrelation of carbohydrate, fat, amino
acid metabolism" took place in the form of an active
non-traditional form of education - quizzes. The
questions were structured in such a way that students
could answer at least partially correctly. The main goal
of the quiz was to interest participants in the issues
raised in the problems and to show that the most
complex biochemical problems are often very simple,
based on standard general biological principles.
The main principles of the quiz were: the originality of
the tasks, the realization of the creative potential of
the majority of participants, and the simultaneous
control of the level of knowledge and creative thinking.
The technology of its conduct was as follows: a group
of students was divided into two teams, each of which
received 20 tasks. All tasks were original, educational in
nature and based on the biochemistry curriculum. The
condition for setting the problems was that the
participants had to apply their knowledge in some
medical aspect, and every student with any level of
knowledge could find at least a partial answer. The
teacher acted as a judge, the winners were determined
by the sum of the points scored, on this basis each
student was assessed at the end of the lesson.
During such lessons, the educational activity of not
only successful students, but also lagging behind
students was stimulated, which led to an increase in
the assimilation of the educational material, which was
later determined in colloquiums on these sections.
The effectiveness of teaching biochemistry can be
significantly increased if students build logical
semantic models (LSM) proposed by V.E. Steinberg for
multidimensional
description
and
analysis
of
knowledge. We used this method in the process of
studying such complex sections of biochemistry as the
metabolism of carbohydrates, proteins and nucleic
acids. The construction of MSM by students under the
supervision of a teacher allowed them to deeply
understand and assimilate the information, draw
conclusions and generalize the material being studied.
At the same time, this type of reporting for the teacher
significantly reduced the amount of controlled
material. The results of using MSM also led to an
increase in the quality of knowledge and teaching.
Analysis and solution of situational problems
formulated by teachers and students in the lesson on
the topic "Metabolism Control and Its Disorders" took
place in the form of an active non-traditional form of
education - quizzes. The questions were structured in
such a way that students could answer at least partially
correctly. The main goal of the quiz was to interest
participants in the issues raised in the problems and to
show that the most complex biochemical problems are
often based on very simple, standard general biological
principles [4].
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The main principles of the quiz were: the originality of
the tasks, the realization of the creative potential of
the majority of participants, and the simultaneous
control of the level of knowledge and creative thinking.
The technology of its conduct was as follows: a group
of students was divided into two teams, each of which
received 20 tasks. All tasks were original, educational in
nature and were based on the biochemistry
curriculum. The condition for formulating the
questions was that the participants had to apply their
knowledge in some medical aspect, and each student
with any level of knowledge could find at least a partial
answer. The teacher acted as a judge, the winners were
determined by the sum of the points scored, on this
basis each student was given a grade at the end of the
lesson.
During such lessons, the learning activity of not only
successful students, but also lagging students was
stimulated, which led to an increase in the mastery of
the educational material, which was later determined
in colloquiums on these sections.
The effectiveness of teaching biochemistry can be
significantly increased if students build logical
semantic models (MSM) proposed by
V.E. Steinberg for a multidimensional description and
analysis of knowledge. We used this method in the
process of passing such complex sections of
biochemistry as the metabolism of carbohydrates,
proteins and nucleic acids. The construction of MSM by
students under the supervision of a teacher allowed
them to deeply understand and assimilate the
information, draw conclusions and generalize the
material being studied. At the same time, this type of
reporting for the teacher significantly reduced the
amount of controlled material. The results of using
MSM also include improving the quality of knowledge
and teaching.
Thus, in the process of teaching biochemistry,
students' formulation of situational problems,
conducting exercises in the form of quizzes and
building MSM, develop students' cognitive abilities,
initiative, active response to problem situations and
intellectual creativity, increase interest in science,
increase learning efficiency and contribute to the
acquisition of competencies for the future professional
activity of a doctor.
The organization of the transmission of cultural
heritage from generation to generation is the most
important task of education. It is clear that synergism,
which claims to be a new scientific paradigm of
thinking, cannot ignore this area of human activity.
Two aspects can be noted in relation to the topic under
consideration: synergism in education and synergism
of education.
The first is more traditional and is associated with the
introduction of relevant disciplines into medical higher
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education, holding various training seminars and
conferences [5]. Finally, this is the publication of
popular science literature, the organization of
educational television programs, etc.
The second side includes teaching methods and
techniques based on the concepts of synergetics, the
creation of a fundamentally new learning environment,
new approaches to managing educational structures.
On the one hand, everything is clear: work in this area
is being carried out very actively. At the same time,
there is no need to radically revise the concept of
education, since the problem is fully solved within the
framework of the traditional educational paradigm. On
the other hand, such a radical revision cannot be
avoided;
Synergetics studies open systems, in which the main
point is the interaction and exchange of energy and
information between objects and subsystems, and the
pedagogical process is a specially organized interaction
between the teacher and the student. Such basic rules
of synergetics are the concepts: self-organization,
synergy, nonlinearity and chaos. Let us use these rules
to show how we can describe a new educational
concept that we call the synergistic paradigm.
In relation to education, self-organization means self-
education. In self-education, the emphasis shifts from
the transfer (translation) of knowledge and skills from
the teacher to the student to the teaching of methods
for independently searching for and mastering the
necessary
information
and
interpreting
this
information in its own context.
The second key word in the educational aspect,
synergy (coordinated interaction), takes on the
c
haracteristics of a dialogue or even a “polylogue”
rather than a monologue, as in the traditional scientific
and technical paradigm of education. In this case, the
educational environment is formed not according to
the type of “object
-
subject”, but accordi
ng to the type
of “subject
-
subject”. In such conditions, the teacher
does not transmit certain examples of “objective”
knowledge or ready-made truth, as in the traditional
paradigm, but together with the student develops the
forms of educational activity, its content and
assessment criteria. The latter is very important,
because in such an educational environment the field
of assessment criteria moves mainly into the sphere of
personal relations between the teacher and the
student, which are in a state of cooperation and even
co-
creation. Thus, the teacher’s task is to organize the
student’s self
-learning process, which, according to
E.N. Knyazeva and S.P. Kurdyumov, is more like “... a
joint educational adventure” [6].
From a mathematical point of view, nonlinearity
means, in particular, the presence of several solutions
to a problem under the same initial conditions, as well
as the presence of various branches (bifurcations) in
the solution space. In a broader sense, this concept
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includes multivariance, alternative choices of paths for
the evolution of complex systems. In the pedagogical
process, nonlinearity should be manifested in the form
of a joint search for a solution to the problem between
the teacher and the student, the outcome of which
cannot be accurately predicted, since creative activity
is fundamentally uncertain in nature. Finally, chaos is
the most complex of the concepts of synergetic. Chaos
in the new paradigm sets before the teacher the task
of transforming the unorganized and spontaneous
s
pace of the student’s aspirations and capabilities into
a creative field, in which the new reveals the features
of the already learned and familiar, or, conversely, the
new reveals the features of the already known and
familiar. It should be noted that chaos should not be
overcome, but it should not be expelled from teaching,
because with such expulsion, unorganized creative
energy itself is largely expelled, and creativity risks
becoming a formal operation of ready-made clichés
and categories. Chaos should be transformed into a
space of joint creativity between the teacher and the
student, who, gathering the fruits of their labors, travel
in common mental spaces.
The specific features of a synergistic creative
environment in comparison with a traditional
environment are more clearly shown in Table 2.
Table 2
Comparing the characteristics of two learning environments
Signs
Traditional learning environment
Creative learning environment
Motivation
Gaining knowledge for further adaptation
in society
Self-awareness, self-knowledge
Nature of
information
Manipulating other people's ideas, ready-
made templates, and standard solutions
Information is received independently and
interpreted in its own context
The process
of knowing
Mastering patterns like "Do as I do"
Self-organization, change, discovery
Relationship
Subject-object: person - object of study
Subject-subject: man is the subject of
knowledge and creativity
Results
Planned, known
Probable, unknown
Technologies
Imitative, reproductive
Creative, problematic
Teacher
functions
Influence, dominance
Interaction, support, co-creation
The next
effect
Academic knowledge base, algorithms,
templates, libraries
Motivation for self-expression, reflection,
perspective, and exploration
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Thus, theoretically, the features of the new synergistic
paradigm of education are very clearly manifested. The
situation with the development of specific methods of
such education is not so clear: the literature on this
topic is very scarce. This is understandable: we are, in
fact, talking about a radical change in one of the most
conservative stereotypes of thinking [7].
At the first stage of the implementation of this
program, along with the presence of new elements in
the spirit of the principles of synergism, there will be
traditional, well-proven methods that do not clearly
contradict the ideas of synergism. The methodology of
teaching using associations (the “Zig
-
zag” method),
described in the collection “Synergistic Paradigm”, is
an example of this approach. In this technology, the
main conceptual cluster is obtained through individual
associations that are connected in one way or another
with its central logical core.
The basis of this technology is repetition in classes of a
three-phase cycle, the stages of which are called,
respectively, “challenge”, “understanding” and
“reflection”. At the first stage of the selection, the
following tasks are set: to arouse interest in the topic
under discussion, to activate the student in such a way
that he is ready for critical perception of new
information. At this stage, the student remembers
what he knows on the issue being studied,
systematizes this information, makes assumptions and
asks questions to which he wants to get answers.
The main tasks of the second stage of comprehension
are: to maintain the interest and inertia of action
created in the first stage, as well as the students' desire
to monitor their understanding and gradually move
from "old" knowledge to "new". The student reads
(listens) to the text using the active reading methods
recommended by the teacher, noting new information
with understanding. The reflection stage is often
overlooked in the teaching process, although it is no
less important than the others. At this stage, the
teacher returns students to their initial tentative notes
for changes and additions. Students should try to
express new information in their own words (in their
own context), for which the teacher gives them
creative, research or practical tasks. The second goal of
this stage is to organize an active exchange of ideas
between students, which will give them the
opportunity to expand their ideas by considering other
possible answers and solutions. Each stage uses its
own techniques and methods.
At the call stage, methods such as “discussion
question”, “brainstorming”, “advanced lecture” have
proven themselves well. At the second stage,
conceptual clustering, KnWKn tables (“I know”
-
“I
want to know”
-
“I knew”), all kinds of notes
, as well as
methods of keeping diaries and marking the text can
be used. At this stage, methods of working in small
groups and modules with fewer classroom hours are
very effective.
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At the reflection stage, methods such as jointly
creating a “final cluster”, talking with a “council of
experts” (formed from the same group of students),
“scientific report”, as well as creative works can be
used. A very interesting method is “sync wine”
- a
creative work with a strictly defined linguistic form
(similar to the
Japanese poetic style “Hokku”),
containing exactly ten words in five lines with a clearly
defined semantic content. Moreover, these ten words
should not only describe the topic of discussion, but
also express the author's personal assessment, which,
as can be seen, requires not only a good understanding
of the essence of the topic being presented, but also
the ability to present it concisely and clearly at a very
high level.
Even in a brief description of the essence of the project
on the development of critical thinking technology
through reading and writing, it is not difficult to see the
implementation of the main ideas of synergism in
education: interpretation of information in its context,
self-study using dialogue or "polylogue", non-linearity,
which is expressed in the organization of discussions,
"brainstorming", "expert advice", the results of which
neither students nor the teacher can predict. And,
perhaps most importantly, the complete absence of
the teacher's dominance, his role is reduced to
launching the initial impulse, gently controlling the
course of the self-education process and summarizing
the results together with the students.
The synergetic approach is one of the main directions
in the educational (and upbringing) systems of Sh.
Amonashvili, Davydov-Elkonin, V. Shatalov and others.
A number of authors believe that the possibilities of
information technologies can be used in the design of
a creative educational environment. This applies, first
of all, to the development of various types of virtual
laboratories,
multimedia
educational
and
methodological complexes, and the use of Internet
technologies (blogs, forums, chats, etc.).
There is no doubt that with the growing interest in
synergetic
in
education,
new
methods
and
technologies will appear that partially or fully
implement the principles of synergetic.
RESULTS
In connection with the above, the following question
seems appropriate: in which educational structures
and for which educational contingent will it be easiest
to use the new synergistic paradigm technique? There
is no consensus on this issue in biochemistry. On the
one hand, a number of authors believe that the new
model of teaching should be introduced as early as
possible: from the first grade, and better, from
preschool institutions. Indeed, children of this age
perceive any innovation very well. Others believe that
the most effective training at the moment will be for a
contingent that is motivated for such training and has
previously accumulated information and methods of
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working with it. In this case, we are talking about
second higher education for adults and additional
education for secondary school students and students.
There is also no unity in defining the areas of study: the
concept of synergistic education was developed in
connection with the teaching of the cycle of medical
sciences. However, the experience of working within
the framework of the project on the development of
critical thinking through reading and writing, which
includes many aspects of this concept, shows that this
methodology has proven itself even better in teaching
purely exact sciences: chemistry, biochemistry, physics
and biophysics.
It is worth noting that there is a group of authors who
warn against the overly zealous implementation of the
new paradigm in higher education, and their
arguments deserve the most serious study.
However, one way or another, the ideas of synergism
will inevitably penetrate education and leave their
mark both in new methods and educational
technologies and in the educational process itself.
Biochemistry is intended to create a basis, a foundation
for the study of clinical sciences as a mandatory subject
before clinical sciences in medical higher educational
institutions. At the same time, biochemistry, physical
and chemical chemistry and molecular biology are
among the most actively developing areas of
biomedical science. The widespread introduction of
biochemical, biotechnological and molecular methods
in the diagnosis and treatment of diseases even led to
the emergence of the new term "molecular medicine".
Consequently, in-depth knowledge of biochemical
processes should be present in the work of modern
doctors and used by them in solving professional
problems.
CONCLUSION
The pronounced fundamental-applied dualism creates
certain difficulties in teaching biochemistry. The
biochemistry course is studied in the lower grades and,
in essence, requires mastering the language (if not the
alphabet) of this interesting science. Memorizing
complex chemical formulas, multi-stage chains of
metabolic pathways - all this requires a lot of effort
from first-and second-year students. There is a point of
view on the need to somewhat “lighten” the course by
reducing the requirements for knowledge of the part
of formulas and the chemistry of metabolic pathways.
Such proposals, in our opinion, essentially deprive
biochemistry of its fundamentality, its logical basis as a
science that describes biological processes in chemical
language. At the same time, neither the level of
knowledge of primary school students for medical
studies, nor the number of hours allocated for studying
the subject, allow teachers to fully convey and
students to understand and appreciate the importance
of biochemistry for the medical field. Almost outside
the basic course, a lot of information has been
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220
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
04
ISSUE
12
P
AGES
:
208-222
OCLC
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Publisher:
Oscar Publishing Services
Servi
preserved in the field of clinical biochemistry, and the
clinical biochemistry course is included only in the
curriculum of the fourth (graduate) year of medical
biology, the rest of the course is not included in the
curriculum, its inclusion in higher courses has been
widely discussed.
The developed system of teaching biochemistry to
students is based on a rational combination of
traditional forms of teaching and the capabilities of
modern information technologies. The main emphasis
is on ensuring that the training of specialists meets the
requirements of their future professional activities,
and on activating the cognitive activity of students in
order to create a solid foundation of primary biological
knowledge as a basis for further study of special
disciplines. The use of the considered forms of
organizing the educational process in the subject of
"biochemistry" among students encourages students
to devote more time to independent work with
information sources, directs them to independently
search and solve assigned problems, which, of course,
arouses additional interest in the subject being studied.
The work introduced in mini-groups allows for mutual
learning between students with different levels of
knowledge.
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