ACADEMIC RESEARCH IN MODERN SCIENCE
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MODERN PEDAGOGICAL TECHNOLOGIES FOR TEACHING
URINARY-STONE DISEASE IN MEDICAL EDUCATION
Soliyev Muzaffarjon Baxtiyorjon o’g’li
Andijan state medical institute teacher
https://doi.org/10.5281/zenodo.15738782
Annotatsion:
In this article, the application of modern pedagogical
technologies and methods in teaching urology students about urolithiasis is
discussed. Particular attention is given to each participant performing various
tasks during theoretical and practical sessions. Teaching urolithiasis in medical
education is crucial for developing physicians’ skills in accurately diagnosing
and treating this widespread urological condition. By studying the etiology,
pathogenesis, clinical signs, diagnostics, and modern treatment methods of this
disease, medical students and professionals can provide high-quality medical
care to patients. Additionally, developing preventive measures to avert
urolithiasis and reduce its complications is highlighted as an important aspect of
medical education.
Keywords:
urology, student, training, professional competence,
development, improvement, pedagogical, issue, relevant, urolithiasis,
significance, educational and upbringing process.
Aннотация
В данной статье рассматривается применение
современных педагогических технологий и методов в обучении студентов
урологического направления мочекаменной болезни. Особое внимание
уделяется выполнению различных заданий каждым участником во время
теоретических и практических занятий. Обучение мочекаменной болезни
в медицинском образовании имеет важное значение для формирования у
врачей навыков правильной диагностики и лечения этого широко
распространенного урологического заболевания. Изучение этиологии,
патогенеза, клинических признаков, диагностики и современных методов
лечения данного заболевания позволяет студентам-медикам и
специалистам оказывать качественную медицинскую помощь пациентам.
Кроме того, разработка профилактических мер для предотвращения
мочекаменной болезни и снижения ее осложнений является важным
аспектом медицинского образования.
Ключевые слова:
урология, студент, подготовка, профессиональная
компетенция, развитие, совершенствование, педагогическая, проблема,
актуальная, мочекаменная болезнь, значение, процесс обучения и
воспитания.
ACADEMIC RESEARCH IN MODERN SCIENCE
International scientific-online conference
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Urinary-stone disease (urolithiasis) plays an important role in medical
education, since this disease is characterized by the formation of stones in the
urinary system and is one of the common health problems. An in-depth study of
the etiology, pathogenesis, clinical manifestations, diagnosis and treatment of
the disease will help medical students to make the correct diagnosis and take
effective treatment measures for patients.
Urinary-bladder disease is a disease that occurs in all countries of the
world, it is not evenly distributed and often occurs in an endemic character. It is
abundant in Abkhazia, Azerbaijan, the shores of the Sea of Azov, the Altai
territory, Armenia, Georgia, Lithuania, Tajikistan, Voronezh, Vladimir,
Murmansk, Zakarpattia, Volga, Oka, Donetsk and the Republic of Uzbekistan in
Khorezm, Surkhandarya region. It is more common in Pakhtachi, Payariq, Urgut,
Joybuy districts of Samarkand region.
Urinary-thoracic disease accounts for 30-40% of all urological diseases. The
disease can occur in people of any age. Men are less likely to suffer from urinary-
bladder disease than women. There may be Stones in different parts of the
urinary tract. Most often, a stone appears in one kidney, more to the right than
to the left. The presence of stones in both kidneys occurs in 6-17% of patients. A
kidney stone can be single or multiple. The presence of a stone in one kidney is
known from the subject of urology. The size of the stones can range from a
sandbox to a man's fist. And the weight of stones can range from a few grams to
2-3 kilograms.
In some patients, a kidney stone can last for years and grow very slowly,
while in other patients, the size of the stone can increase very quickly and
release networks from the side. Such stones are called coralline stones.
Etiology and pathogenesis. There are many reasons for the origin of
urinary-stone disease. Despite this, the exact causes are still not identified.
Urinary tract stones have been found to consist of salts that are part of
urine. According to their chemical composition – from Urot, oxalate, lime salts –
phosphate, carbonate calcium and magnesium salts – from salts mixed with
carbonate and oxyl – oxyl or mixed stones can occur.The composition of the
stone can also be determined by its appearance. For example: urots are hard,
yellow-brown, smooth on the surface and small stones. Oxalates are very hard,
black-brown, often pale brown, with a grayish-brown surface. Phosphates and
carbonates – soft, gray, with a rough surface. The rarest rocks are Cysteine, oxyl,
xanthine rocks.
There are several theories that describe how urinary stones occur.
ACADEMIC RESEARCH IN MODERN SCIENCE
International scientific-online conference
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1. Physico-chemical theory-leads to the appearance of stones by a violation
of the colloidal state of urine and atypical crystallization of salts, and stones
appear.
2. Endocrine theory-an increase in calcium and phosphorus ions is
observed in the div as a result of a violation of thyroid function. These calcium
and phosphorus salts accumulate in the vesicles of the kidney for a long time,
forming a stone.
3. Mucopolysaccharide theory is the result of an increase in
mucopolysaccharides in the div, due to the action of various microorganisms,
mucopolysaccharides are added with calcium, phosphorus, magnesium and
other ions to form stones.
4. Infectious theory-as a result of the action of microorganisms,
inflammatory processes begin in the kidneys. This condition leads to numerous
secretions of protein substances, fibrin fibers. Fibrin fibers accumulate calcium,
magnesium, phosphorus, and other ions to form stones.
5. Yatrogenic theory is a theory in which aseptic inflammation is observed
in the kidneys, urinary tract, bladder, urethra, which is an operation, and fibrin
fibers cling to ketgut or artificial suture material, collecting salt ions into itself.
For this reason, recessive or recurrent stones appear. Relying on information
about all urinary-stone disease, we will consider in the following modern
pedagogical technologies:
1. Mental attack (Brainstorming)
Objective: to activate the existing knowledge of students and advance new
ideas.
Implementation:
At the beginning of the lesson, students are asked the question: “What
factors are responsible for the occurrence of urinary-thoracic disease?”
Students are free to express their opinions.
The teacher records all the thoughts, then groups them and discusses them.
2. Cluster method
Purpose: systematize students ' knowledge and determine the connection
between concepts.
Implementation:
Around the central concept of” urinary-stone disease", the following
clusters are created:
Etiology (e.g. hereditary factors, eating habits)
Pathogenesis (e.g. crystallization of salts)
ACADEMIC RESEARCH IN MODERN SCIENCE
International scientific-online conference
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Clinical signs (e.g. pain in the lumbar region)
Diagnostic methods(e.g. ultrasound examination)
Treatment options (e.g. medication, surgery)
3. Separator saw (Fishbone diagram
Objective: to identify and analyze the main causes of the problem.
Implementation:
The problem of” development of urinary-stone disease “is defined as the
main” bone".
The main causes are distinguished into”bones " as follows:
Eating habits
Water drinking procedure
Genetic factors
Infections
Hormonal disorders ([PDF] general surgery-BSMI-books)
4. Training based on Blum taxonomy
Purpose: to gradually increase the level of knowledge of students.
Stages:
Knowing: memorizing the definition and basic concepts of urinary-stone
disease.
Understanding: explanation of the mechanism of development of the
disease.
Application: the use of diagnostic and therapeutic methods in clinical cases.
Analysis: comparison and analysis of various etiological factors.
Assessment: assessment of the effectiveness of treatment methods.
Creation: develop new strategies for Disease Prevention.
Further recommendations
Situational issues: giving and analyzing situational issues to students based
on real clinical cases.
Multimedia tools: Ultrasound, X-rays and the use of other visual materials.
Group work: divide students into small groups, giving each group separate
assignments.
It is important to apply modern pedagogical approaches to effectively teach
urinalysis to students in the urology direction. An in-depth study of the etiology,
pathogenesis, clinical signs, diagnosis and treatment of this disease plays an
important role in preparing students for practice. Modern pedagogical
technologies, such as mental attack, cluster, separator saws (Fishbone diagram),
and training based on Blum taxonomy, help students develop critical thinking,
ACADEMIC RESEARCH IN MODERN SCIENCE
International scientific-online conference
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logical thinking, and practical skills. Also, interactive methods, situational issues
and the use of multimedia tools make classes more effective and interesting.
Through these approaches, students can in-depth practice urinary-bladder
disease not only in theory, but also in practical terms.
Reference:
1.
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Allazov S.A. Ilmiy urologiya. Samarqand: Fan Buloği, 2023.
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Monografiyada urologiya fanining asosiy qismi bo‘lgan siydik-tosh
kasalligi haqida chuqur ilmiy tahlil keltirilgan.
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Shodmonov A.Q., Akilov F.A., Rustamov U.M., Tillaboev Urologiya.
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Ushbu darslikda siydik-tosh kasalligining nasldan-naslga o‘tishi, klinik
belgilari va davolash usullari haqida ma’lumotlar mavjud.
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Jumanov Z.E. Buyrak kasalliklari patomorfologiyasi. Samarqand: 2022.
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Kitobda buyrak-tosh kasalligining patomorfologiyasi, toshlarning tarkibi
va hosil bo‘lish mexanizmlari haqida batafsil ma’lumot berilgan.
