Volume 03 Issue 10-2023
207
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
03
ISSUE
10
Pages:
207-211
SJIF
I
MPACT
FACTOR
(2021:
5.478
)
(2022:
5.636
)
(2023:
6.741
)
OCLC
–
1368736135
A
BSTRACT
In modern medical education, from the first year of study, a clinically oriented approach is clearly visible
in the study of all preclinical disciplines.
K
EYWORDS
Anatomy, teaching, student, teaching methods, practice-oriented approach, medical worldview.
I
NTRODUCTION
In a medical university, a special role is given to
fundamental disciplines, since medical and
biological subjects create the basis for clinical
disciplines, so increasing the level of knowledge
among entry-level students of higher education
studying fundamental disciplines remains
relevant. Today, a transition is being made to
competency-based education, when, as a result of
integrating the concepts of “knowledge
-
understanding-
skills”, the ability and readiness
for professional activity, designated as
competencies, are formed. The peculiarities of
teaching human anatomy in modern conditions
are determined, first of all, by the high
requirements for the level of anatomical
knowledge of future doctors, as the foundation of
professional and ideological training.
Journal
Website:
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Research Article
FEATURES OF THE METHODS OF TEACHING ANATOMY TO
MEDICAL STUDENTS
Submission Date:
October 13, 2023,
Accepted Date:
October 18, 2023,
Published Date:
October 23, 2023
Crossref doi:
https://doi.org/10.37547/ijasr-03-10-34
Kattakhodzhaeva Dinara Utkurkhodzhaevna
Senior Teacher Of The Department Of “Human Anatomy And Ohta” Of The Tashkent Medical Academy
,
Uzbekistan
Tolibjonova Diera Isroil Kizi
A Student Of The Faculty Of General Medicine At The Tashkent Medical Academy, Uzbekistan
Volume 03 Issue 10-2023
208
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
03
ISSUE
10
Pages:
207-211
SJIF
I
MPACT
FACTOR
(2021:
5.478
)
(2022:
5.636
)
(2023:
6.741
)
OCLC
–
1368736135
Improving the educational process and
improving the quality of student training is a
priority task of the Department of Human
Anatomy. With the classical approach to teaching
anatomy, when, while studying something, age
and gender are taken into account, it is relevant to
approach anatomy not as an educational subject,
but as a science, constantly searching for and
introducing new methodological principles for
studying the subject. Teaching a subject to
students of different faculties must take into
account their specific characteristics. Thus, for
students of the pediatric faculty it is very
important to know the age-related characteristics
of the organs and systems of the child’s div. For
students of the Faculty of Dentistry - features of
the human dentofacial apparatus. The program of
the discipline of human anatomy at the Faculty of
Preventive Medicine determines the profile of
specialist training taking into account the future
profession, the task of which is to preserve the
health of the population.
To optimize the learning process of students,
methods of a practice-oriented approach are
used, including conducting “introduction to the
clinic” classes, providing the opportunity to study
anatomy on preparations both in classroom
lessons and during self-study hours, practicing
recognition of structures on X-ray tomograms,
analyzing situational problems and developing
subject matter - imaginative thinking. The special
position of human anatomy, as a fundamental
discipline in the system of training doctors, is
recognized by medical specialists of all levels and
directions. At the beginning of the 19th century,
the famous domestic anatomist G.O. Mukhin
wrote: “A doctor who is not an anatomist is not
only useless, bu
t also harmful.” The high
importance of the discipline in the formation of a
medical
worldview
requires
constant
improvement of its teaching methods and
adaptation of the specialist training system to the
requirements of practical medicine. Traditionally,
the acquisition of anatomical knowledge was
carried out in two directions: theoretical and
practical. The study of ready-made anatomical
preparations and mastering the technique of
dissecting a dead div were considered the main
things in the practical mastery of the subject. Back
in the 18th century, the outstanding Russian
educational scientist N.M. Maksimovich-Ambovik
formulated the basic concept of classical teaching
of anatomy: “Perhaps they will tell me that you
can learn anatomy just as well from good
anatomical drawings... To this, I answer, that
without having previously seen dissected human
bodies in nature, it is impossible to have any
decent understanding and true information about
them.”
In the conditions of humanization of modern
society, the attitude towards the use of biological
materials in the educational process has changed,
this inevitably led to a change in the methods of
teaching morphological disciplines. Since no
atlases and books, even beautifully designed ones,
can fully convey the special structure of multi-
layered, three-dimensional formations, which are
the structures of the human div, the optimal
modern method for studying the human structure
is the use of computer programs and educational
films in the educational process. They allow you
to see the structure of organs and systems of the
Volume 03 Issue 10-2023
209
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
03
ISSUE
10
Pages:
207-211
SJIF
I
MPACT
FACTOR
(2021:
5.478
)
(2022:
5.636
)
(2023:
6.741
)
OCLC
–
1368736135
human div from different angles, layer by layer,
in sections and in different functional phases.
Unfortunately, insufficient computerization of
training bases still limits the widespread use of
this teaching method. The problem of ensuring
visibility of teaching anatomy is solved in the
following ways: multimedia support for lectures,
thematic design of classrooms with tablets, tables,
and radiographs; decorating the halls with
educational stands; studying training materials,
dummies and models in practical classes;
demonstration of cadaveric material in the
lecture hall.
The drugs allow not only to study the structure of
organs, but also variant anatomy, and introduce
students to anomalies and developmental defects.
The exclusion from the educational process of the
widespread use of dissection as a form of
studying anatomy has limited the possibilities of
developing manual skills in medical students
when working with biological structures. To
optimize this aspect of the practical direction in
training future doctors, the department has
developed a new form of work with students who
have shown high results in theoretical training
during the year. At the first stage, after studying
the methodological materials on dissection,
students have the opportunity to independently
dissect a section of a neurovascular corpse for
three months outside of class time, with the
consulting assistance of experienced associate
professors. After passing the practical work
commission, at the second stage, students
undergo an interview on the discipline program
with examiners. The third stage is solving
situational problems and answering questions on
the basics of clinical anatomy. The exam system
allows you to work with the best students of the
medical academy and has not only practical, but
also great educational significance for future
doctors.
Anatomy of the 21st century is not the static
anatomy of a dead div, it is the functional
anatomy of a living organism. Since it is
impossible to put a sign of complete equality
between anatomical preparations and living
organs, there was a need to change the
methodology for presenting educational material.
The lecture course began to focus on issues of
functional
anatomy,
phylogenesis
and
ontogenesis of organs and systems, age-related
changes in the structure of anatomical formations
that can contribute to the development of
pathological processes. Thanks to the mandatory
design of multimedia presentations, lectures have
become more informative and rich. Changes were
also made to the plans and methods of conducting
practical classes. There are separate classes on
the functional and clinical anatomy of the skeletal
and muscular systems, on the bone connection
system, and on x-ray anatomy. To increase
students' motivation in learning, solving
situational problems in the classroom was
introduced, the conditions of which are based on
the practical material of the topics being studied.
Formation of clinical thinking among future
doctors - a process
long, and it begins already in the first courses.
When studying anatomy, a comprehensive
understanding of the location of specific
formations should appear in the minds of
students, not only on anatomical preparations,
Volume 03 Issue 10-2023
210
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
03
ISSUE
10
Pages:
207-211
SJIF
I
MPACT
FACTOR
(2021:
5.478
)
(2022:
5.636
)
(2023:
6.741
)
OCLC
–
1368736135
but also on radiographs, tomograms and, finally,
on a living person. Students should also know and
be able to demonstrate on preparations pain
points of nerves, places of pulsation of large
arteries, and be able to construct projection lines
of arteries and nerves.When studying arthrology,
students learn to determine the degree of
mobility of joints and the shape of various parts of
the skeleton: the spinal column, pelvis, chest, foot.
The main goal of this work is to teach students not
to mechanically memorize textbook data, but to
creatively approach the material they have
covered, generalize it and learn to apply it to a
specific situation. Based on the knowledge gained
in lectures and practical classes, students work on
specific organ issues of structure, topography,
features of blood supply and lymphatic drainage,
and draw diagrams of afferent and efferent
innervation. The defense of the work takes place
during practical classes.
Ensuring the requirements of the educational
standard, the department has developed a
methodologically clear system of monitoring both
the theoretical training of students and the level
of knowledge of practical skills. To control
theoretical knowledge, traditional forms are
used: oral questioning, interviews with students,
and testing. The advantages of test control are
that it allows, with minimal time spent, to
objectively assess the knowledge of all students,
develop speed of thinking, attention, and
contribute to more regular and conscientious
work. The negative aspects of this form of
knowledge control include the limitation of the
survey to questions and answers, the lack of
dialogue between the teacher and students, in
addition, testing does not contribute to the
development in students of the ability to express
their
thoughts
clearly,
completely
and
consistently. In our opinion, the most appropriate
test in junior courses is testing in the form of
questions and answers, which corresponds to
levels 1 and 2 of mastering the discipline.
C
ONCLUSION
In conclusion, we can say that the improvement of
teaching methods today is achieved through the
use of active learning methods, collective forms of
cognitive activity, and information technology. In
this regard, teaching anatomy at the modern level
is impossible without high-quality and realistic
visual material. Currently, there is no shortage of
anatomical textbooks and atlases, which are a
necessary component of the educational process,
especially if the drawings are multi-colored.
Despite the fact that the atlas is of high printing
quality, it does not demonstrate the true
structures of the human div. Students and
young doctors do not recognize the structures of
the human div on the monitors during
endoscopic studies; they saw them in a form fixed
in formaldehyde.
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Volume 03 Issue 10-2023
211
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
03
ISSUE
10
Pages:
207-211
SJIF
I
MPACT
FACTOR
(2021:
5.478
)
(2022:
5.636
)
(2023:
6.741
)
OCLC
–
1368736135
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