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Sharipova F.I.
UCH TILIDGI TIBBIY TA’LIM: INGLIZ TILI GAPIRAGAN TALABALAR KIMLAR?
Kalit so'zlar:
ingliz tilida so'zlashuvchi talaba, ingliz tili, tibbiy ta'lim, uch tilli ta'lim
Maqolada hozirgi bosqichda tibbiyot oliy o‘quv
yurtlarida, xususan, Toshkent PMIda ingliz tilida
so‘zlashuvchi talabalarni o‘qitishdagi muammolar
muhokama qilinadi. ToshPMIda uch tilli ta’limni
hisobga olgan holda ingliz tilida so‘zlashuvchi talabani
o‘quv jarayoniga tezkorlik bilan kiritish omillari
alohida ta’kidlangan.
Шарипова Ф.И
ТРЁХЪЯЗЫЧНОЕ ОБУЧЕНИЕ В МЕДИЦИНСКОМ ВУЗЕ: КТО ТАКИЕ АНГЛО-ГОВОРЯЩИЕ
СТУДЕНТЫ?
Ключевые слова
:
англоязычный студент, английский язык, медицинское образование, трёхъязычное
обучение
В статье рассматриваются проблемы обучения
англоязычных студентов в медицинском вузе, в
частности, ТашПМИ на современном этапе.
Освещаются факторы ускоренного включения
англоязычного студента в учебный процесс с
учетом трёхъязычного обучения в ТашПМИ.
Zakhidova M.F.
THE ROLE PLAY METHODS IN MEDICAL EDUCATION
Tashkent pediatric medical institute
It is no secret that today all pedagogues know
the importance of using different methods and making
the lesson interesting in teaching foreign languages. A
special approach is also necessary for medical students,
because they are required to be not only doctors, but
also skilled actors. Patients usually come to them
seeking salvation. They can also be comforting. If we
teach them these skills on the example of foreign
language lessons, the importance of role-playing games
is limitless. In the case of combining traditional and
modern teaching methods in language learning,
organizing the lesson in an interesting way increases its
effectiveness. Therefore, it may be different from the
previous period, because the role of teaching is not only
focused on the language itself, but teachers should apply
English with the content of the subjects.
Evaluation of educational courses is important
for estimating the achievement of learning
goals and identifying the best way to learn. The present
study is an attempt to assess the effectiveness of
education through role-playing on the learning
outcomes in nursing students based on the Kirkpatrick's
evaluation model. Nurses comprise the largest
component of the health-care teams, and they play an
effective role in patient's education. One of the main
principles in education is to use a proper teaching
method. The reason for this is that choosing a proper
teaching method in nursing education can add to the
appeal and effectiveness of education. Today, nursing
students prefer interactive teaching methods that reflect
the actual nursing world. Therefore, to improve skill
acquisition and capability in implementing the skills,
experts recommend education in a controlled
environment. That is, the closer the education
environment to the reality, the more efficient is the
learning. Role-playing is one of the novel and effective
education methods that trigger
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ПЕДИАТРИЯ
active learning. In this method, the learner has the
chance to deal with a structured clinical setting, whereas
in traditional methods, the trainee encounters random
opportunities to gain experience. According to the new
curriculum planning approved by the Supreme Council
of Programming, role-playing method should be
emphasized in “patient education” course. Role-playing
brings in several advantages such as time and cost-
saving in the program, higher performance of students,
improvement of decisionmaking skills, and promotion
of critical thinking. Such method can be used at all
levels of nursing education. In addition, evaluation is
another main pillar of any educational program, which
can lead education from a static mode to a dynamic path.
In fact, education and evaluation are two interwoven
processes. Evaluation uncovers the extent of realization
of learning goals by the students. Taking into account
that nursing is a performance-based profession,
measuring the realization of educational goals as
acquired skills in the students is essential. It facilitates
the complicated evaluation method and demonstrates
how skills and knowledge mutually affect each other.
The first level (reaction) refers to the level of reaction
by the learners to all effective factors in an education
course. In fact, reaction measures how the learner feels
about the program. The second level (learning) refers to
the nature and volume of changes in the learners caused
by participation in the program. Behavioral change
indicates whether or not the program has created a
desired change in the learners’ behavior. Finally,
organizational performance indicates if the program is
successful in meeting the organization goals.
Educational course evaluations are normally
performed simply at the first level or the second level of
the model at best. Such evaluations indicate the
performance and efficiency of the model at two first
levels. In most of the cases, efficiency evaluation at the
third and fourth levels is neglected due to the
complicacies.
Teaching method in the control groups was the
standard method of the school, so that the approved
contents of the course were instructed in theoretical and
practical sections through eight 2 h sessions at the
school. Theoretical instruction questions, and the
practical instruction consisted of asking the students to
select topics for training a orally deliver the trainings to
the patient. The the same method used for the control
group (eight 2 h sessions at school consisting of giving
lecture and asking/answering questions). The practical
section, however, consisted of different stages of role-
playing as follows. Firstly, determining subject and
problem statement. Students were grouped into groups
of 5-6 members. Then, they selected subjects of interest
about educating patients based on consultation with
advising instructors in the area of their course. The
available subjects to choose from were orthopedic,
digestion, and water and electrolyte disorders. Then,
scenarios were developed by the students and reviewed
by the instructor and researchers to make the required
modifications. Mental and physical conditions of the
patients were also taken into account in the design of
scenarios. Secondly, selecting the role players and their
roles, and practicing. The groups practiced in a practice
room and the researcher observed the practices. Based
on the observations, new members were added to some
of the groups and a few modifications were made in the
contents of scenarios. On the fourth stage preparing
stage equipment and preparing students for the
observation. To engage the students, the researcher
assigned different tasks to them such as determining the
obstacles of patient education, facilitators, physical and
mental condition of the patient, the way of interaction
of the medical team with the patient, and the role of the
patient in the education process. After that, performing
the show. Then discussing and evaluating the show. At
the last stage is sharing experiences and generalization.
The researcher and instructor led the discussion
to enable the performers to generalize the situations and
outcomes after gaining experiences, so that they could
use the experiences in practice.
Choosing an appropriate teaching method to
enhance the learning and performance of nursing
students is important, because for nursing education,
having only theoretical knowledge is not enough.
Experts have suggested training in reality-like
environments to acquire skills. Role-play is one of the
most appropriate methods to do this. In a study that
compared the two methods of role-play teaching and
group discussion on the performance of 30 interns in the
field of transmitting bad news, it was found that, in the
role-play group, the mean score of knowledge and
performance of individuals was significantly higher
than discussion group. Perhaps one of the reasons for
role-playing method is more effective than group
discussion is the greater participation of learners and the
realization of the learning process for them Role-
playing guides the learners toward understanding their
social behavior and role in social interactions,
developing empathy with others, and finding better
problem-solving methods. Indeed, through actual
visualization of roles and different subjects, the
practitioners can better understand the needs and
condition of patients. This leads to a higher empathy
with patients, so that the students try to solve the
physical and mental problems of patients using more
effective methods. Another
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consisted of giving lectures and asking/answering
patient and design a teaching and evaluation plan to
theoretical education for the experimental group was
279
reason for the better performance of students in the
experimental group in terms of patient education
comparing with the control group was the fact that role-
playing, to some extent, fills the gap between theory and
practice. Role-playing is one of the novel education
methods that are used to teach theoretical concepts and
bring them to the real world. Roleplaying method
mentally prepares the students for learning as the
students are given the chance to demonstrate their
education technical skills in quasi- clinical setting and
control their stress. On the other hand, role-playing
gives the students not only a chance to practice their
clinical skills, but also have the opportunity to polish
their communicational skills and experience the
patient's reaction to the care. All these lead to positive
effects on the cares provided by students to patients.
Role-playing is widely used for educating
communication skills. It is a useful method for
repeating, observing, and discussing the roles and
directing the roles toward other educational programs.
In addition, role-play method enables a nursing student
to practice the role of a nurse in an environment similar
to clinic. Therefore, the student is prepared to face
professional situations and by increasing self-esteem,
enables the student to accurately address the patient's
problems. Knowing that improving knowledge of
nursing entails several studies in different areas, the
present study can be taken as the first step of many steps
that need to be taken in the area of educational method
and evaluation models with control of these limitations.
A role-play situation is designed to reflect the
interaction between a care provider and a patient in
order to implement the expected therapeutic outcome. It
is very important that health professionals should have
the ability to apply effective communication skills
during their interaction with their patients. The
issue of understanding is present in each role-play
situation. Nurses have to use the appropriate listening
skills in order to understand patients’ problems.
Understanding is of vast importance in the context of
therapeutic communication, since it enables nurses to
explore patients' problems and effectively support them.
For this purpose, nurses have to use active listening in
order to let patients know that they hear and understand
them and collect useful information about their
condition. Although a considerable number of health
professionals use listening skills when communicating
with patients, few of them use these effectively. When
care providers use active listening during interaction
with their patients, they encourage them to express their
fears and worries, while they have the ability to control
the conversation and collect accurate information about
their condition. A variety of communication
frameworks and processes can be used to guide the
analysis of the interaction in a role-play situation. The
Intersystem model serves as useful guide for nurses,
since it is focused on the assessment of biological,
psychological and spiritual subsystems of people, as
well as the environment affecting them, and supports
nurse-patient collaboration in the provision of effective
care. Moreover, nurses can follow the psychoanalytical
approach to counselling, where the counsellor intends to
establish a clear picture of the patient's early
development and life experiences, while he/she tries to
uncover previous repressed conflicts in his life. People
who use power have the ability to control behaviours,
gain compliance and change beliefs, and thus, it is
essential in human relationships. On the other hand, the
use of power is a cause of conflict. Consequently, care
providers need to play a conciliatory role in their
interaction with aggressive patients during a role play
situation.
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