Volume 04 Issue 10-2024
60
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
04
ISSUE
10
Pages:
60-65
OCLC
–
1368736135
A
BSTRACT
Human anatomy is a fundamental subject of medical education, knowledge of which is necessary for the
professional training of doctors of any specialty. It is the first step in the formation of clinical thinking. A
doctor who does not know anatomy is helpless in practical actions, unconvincing in judgments, and cannot
fully analyze examination data.
K
EYWORDS
Human anatomy, strategy, quality of education, medicine, clinical motivation, teaching, div systems.
I
NTRODUCTION
Anatomy is the fairway along which the traveler
enters the wide harbor of medicine. The
department of anatomy is the first most
important frontier that must be crossed by the
one entering medicine. Studying at medical
universities has its own specific features, in
Journal
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Research Article
ANATOMY AS A BASIC SCIENCE IN MEDICAL EDUCATION
Submission Date:
October 20,
2024,
Accepted Date:
October 25, 2024,
Published Date:
October 30, 2024
Crossref doi:
https://doi.org/10.37547/ijasr-04-10-09
Kattakhodzhaeva Dinara Utkurkhodzhaevna
Senior teacher of the department of “Human Anatomy and OХTA”
,
Tashkent Medical Academy, Uzbekistan
Islamova Shokhista Abdikhalilovna
Assistant at the Department of Histology and Medical Biology,
Tashkent Medical Academy, Uzbekistan
Ibragimova Gulzira Dzhanabaevna
Assistant of the Department of Anatomy and OXTA,
Tashkent Medical Academy, Uzbekistan
Tulyaganova Shakhzoda Ravshanovna
Student of the Tashkent Medical Academy, Uzbekistan
Volume 04 Issue 10-2024
61
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
04
ISSUE
10
Pages:
60-65
OCLC
–
1368736135
particular, studying human anatomy, Latin,
human biology with genetics, where the student
must prepare for mastering clinical disciplines.
Studying medical-biological and medical-
preventive
disciplines
contributes
to
fundamental training and creative development,
ideologically and morally equips the future
specialist to conduct theoretical and applied
research taking into account the growing market,
demand and supply, and timely adaptation to the
conjuncture of unpredictable phenomena, crises,
situations, modernization of education. At the
same time, the student must understand the unity
of scientific knowledge, market mechanisms and
deep professionalism, the interaction of all
sciences, the relationship of experimental, clinical
and abstract-theoretical research methods,
taking into account the uniform requirements of
contextual education. To achieve the fulfillment of
the requirements of university life, the teaching
staff must know the features of student
psychology from the first year to graduation, their
adaptation to the specifics of education, in
particular in medical universities.
Literature analysis
. Historically, the initial
principle in teaching human anatomy as an
academic discipline was the description of div
parts and organ systems taking into account their
topography and inextricably linked with
functions at the macro- and microscopic levels,
taking into account age-related variability and
gender differences. Anatomy, as is known,
includes a huge amount of information and
requires new serious methodological approaches
from teachers that help students better master
the subject. As early as the last century, P.F.
Lesgaft set the task of the teacher "to teach
thinking, thinking anatomy." In modern teaching
of human anatomy, students' attention should be
focused on the study of applied anatomy, on the
clinical focus of the significance of the structures
being studied, which is important in the general
practice of a doctor. It is most expedient to teach
and study anatomy in the context of an emphasis
on structures and functions in a wide range of
normal variability and in connection with
pathology.
The life of every future doctor begins at the
anatomy department. In the first year of medical
school in the first semester, human anatomy is the
only medical discipline where students begin to
study consistently and thoroughly all the
subtleties of the structure of the human div, but
not only receive fundamental knowledge, but also
become familiar with medicine as a whole, learn
the rules of discipline in medical institutions,
dress code, behavior, etc. The leading principle in
the process of studying human anatomy is the
principle of clarity. The substantive side of the
learning process in anatomy, like in no other
discipline, is the clarity of teaching. Natural
preparations of human organs, presented
separately or in a system of organs, accompany
the process of learning anatomy.
If students study on organ preparations, they see
the difference between them and their
"smoothed" images in atlases, during virtual
learning. A student can get a spatial idea of an
organ and its parts only through a preparation
that carries "clarity" - a fundamental principle of
Volume 04 Issue 10-2024
62
International Journal of Advance Scientific Research
(ISSN
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2750-1396)
VOLUME
04
ISSUE
10
Pages:
60-65
OCLC
–
1368736135
studying anatomy. Deep didactic meaning has the
allocation through the peculiarity of some
anatomical structure of the organ of its biological
and clinical significance, since this small "detail"
of the organ is important for the physiology of the
organ, for the entire system of the human div or
have significant importance for further clinical
training. Although it cannot be denied that some
students perceive educational information well
through modern computer technologies with
anatomical visualization.
Analysis
. Visual and sensory perception of
specific sections of anatomy is greatly enhanced
by students’ preparation of anatomical material
under the guidance of a teacher outside of class
time. However, life brings new factors into the
learning process that change the teaching of
anatomy. Due to the reduction in time allocated
for studying anatomy, the number of hours for
studying anatomy through routine preparation
has decreased in recent years.
Many universities have abandoned the dissection
of the human div, and students study anatomy
on wet preparations, plastinated cadavers, on
dummies and models. But one cannot but agree
that it is the preparation of cadaveric material
that is the most suitable way to study the three-
dimensional anatomy of the human div. This is
an educational and research process that gives
students their first preclinical thinking and
develops their first manual sensitivity, guides
them through the instruments and teaches them
how to use them correctly, which will be
necessary for them in their senior years and later
in their professional activities.
Anatomy provides knowledge about the
condition of the whole organism and individual
organs depending on age and functional factors,
under the influence of physical exercise,
professional environment, working and living
conditions. Therefore, in teaching anatomy,
emphasis should be placed on the practical,
functional context. For example, when studying
the musculoskeletal system, attention should be
paid to the function of muscles, muscle groups in
everyday activity, their participation in gait, and
their importance in post-traumatic rehabilitation
therapy; when studying arthrosyndesmology,
attention should be paid to the role of ligaments,
capsules and intra-articular structures in
dislocations and injuries, their position,
attachment, shapes, blood supply features,
innervation, age, gender and constitutional
differences; When studying the lungs and pleura,
their topography - to acquaint students with
various manipulations, such as, for example,
thoracocentesis (insertion of a drainage tube
using a trocar in the 2nd intercostal space along
the midclavicular line to remove air) or in the 5-6
intercostal space (to remove pathological
accumulations from the pleural cavity), pleural
puncture, bronchoscopy, transthoracic and
transbronchial lung biopsy, etc. When studying
peripheral nerves - for example, to explain the
clinical picture in case of pathology of individual
nerves, their plexuses from an anatomical
position; when studying the vascular system, to
anatomically substantiate the essence of a
number of surgical approaches - bypass or
stenting of vessels in ischemic diseases of the
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International Journal of Advance Scientific Research
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2750-1396)
VOLUME
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Pages:
60-65
OCLC
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1368736135
arteries; the clinical significance of lymph
drainage from organs, etc.
Topographic anatomy studies the spatial
arrangement of anatomical structures by div
regions (head, neck, torso and limbs) in light of
their functional interactions. The weak point of
first-year students' knowledge is the lack of
understanding
of
topographic-anatomical
relationships of organs, layered topography of
div regions, arrangement of vascular-nerve
bundles between them and cellular spaces, which
allows understanding surgical approaches to
organs, determining the levels of vascular
ligation, places of nerve exposure, causes of
transition of purulent-inflammatory processes by
cellular space communications from one region to
another, assessing the advantages of some
surgical
interventions
(for
example,
extraperitoneal
access
to
the
bladder,
transpleural puncture of the pericardium in the
lower interpleural field). In teaching anatomy, it
is important to focus students' attention on
variant
anatomy,
projection,
orientation,
considering the variability of the structure and
position of div structures, their relationship to
the skin and a number of landmarks.
The proposed teaching methods help develop the
student's skills in mastering anatomical
information, creatively approaching the analysis
of morphological data, and bring theoretical
knowledge of human anatomy closer to the needs
of the clinic. Medical universities still do not pay
enough attention to the development of
individual creative thinking in students. When
teaching human anatomy, developmental
teaching
methods
are
not
sufficiently
implemented; the function of traditional forms
and methods of teaching should be reoriented to
the self-development of students' creative
thinking. On the other hand, a serious problem in
medical universities has become the reduction in
the number of hours devoted to the study of
human anatomy, which is especially important
for certain specialties ("dentistry", "medical and
preventive care", "nursing", "pharmacy"),
especially for those students who already need
professional training in anatomy in the chosen
specialty.
C
ONCLUSION
To implement problem-oriented learning, along
with the traditional (visual demonstration and
explanation), it is necessary in teaching anatomy:
to emphasize the practical, functional context;
pay more attention to the topographic and
anatomical relationships of organs; highlight
their clinical aspects through the details of the
structure of organs; introduce into the
educational process an explanation and general
familiarization with the data of various clinical
studies of man; use modern audiovisual technical
means of teaching, multimedia complexes,
interactive boards and interactive tables; make
wider use of museum preparations in the learning
process, dissection of anatomical material by
students under the guidance of a teacher outside
of class time.
The advantages of using situational tasks in
teaching students are that they promote interest
Volume 04 Issue 10-2024
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International Journal of Advance Scientific Research
(ISSN
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2750-1396)
VOLUME
04
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Pages:
60-65
OCLC
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1368736135
in the subject, consolidation of acquired
knowledge, independent work with literature, the
ability to operate with available anatomical
information and creatively approach the analysis
of morphological data, help the student to check
the correctness of his anatomical ideas in their
clinical aspect, study the structure of the human
div in more depth.
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