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A PEDAGOGICAL PROBLEM IN TEACHING MEDICAL SCIENCES USING
MULTIMEDIA ELECTRONIC MEANS
Karimoev Izzatulla Kamoliddin ugli
Teacher of the Department of Internal Diseases of Andijan State Medical
.
Institute E-mail:
izzatullakarimov2944115@gmail.com
https://doi.org/10.5281/zenodo.16928460
Abstract.
This article analyzes the importance of using multimedia tools in teaching
subjects related to cardiology. It also discusses researchers who have conducted research in this
field and the platforms that have proven effective, along with their scope of influence.
Keywords:
pedagogy, multimedia, Revit, AutoCAD, 3DS Max.
Scientific studies on the creation of electronic resources for intellectual growth, improving
the effectiveness of information technology use in the medical field, and computer design using
multimedia digital design programs like Revit, AutoCAD, and 3DSMax are being carried out in
educational and research institutions around the world [4]. The training of skilled and
contemporary professionals using multimedia applications in the educational process, giving
students cutting-edge knowledge in their fields of activity, and continuously enhancing
professional skills and abilities are all given special attention, as is scientific research on the
widespread use of virtual educational technologies, electronic textbooks, and multimedia
electronic educational complexes in the educational process [5].
In particular, in order to deepen the reforms being carried out in the healthcare sector,
radically improve the quality of medical services provided to the population, organize the
activities of medical institutions based on advanced foreign experience, increase the potential of
medical personnel, and support the activities of non-governmental medical organizations, a
number of promising measures have been identified [6].
Several scientists have also conducted research in this field, and we found it necessary to
familiarize ourselves with some of them in this article.
E.A. Khamraeva in her doctoral dissertation reflected on the definition of the pedagogical
possibilities of multimedia teaching aids, as well as the description of the search-technological
model for creating innovative textbooks [1].
In the study of E.I. Makharova, it was revealed that the use of Internet resources in
teaching subjects in the educational process contributes to the formation of students' scientific
worldview, the formation of skills in solving problems related to science, self-development and
self-awareness, as well as the emergence of motivation [2].
One of the largest pedagogical challenges in learning medical sciences through multimedia
electronic channels is cognitive overload. Medical content is dense, complex, and entails concepts
integrating with procedural skills [8, 9, 10, 11]. As educators include multimedia components
—
animations, videos, interactive models, crowded slides, and accompanying text/audio
—
students
have the potential to be flooded with information. Cognitive load theory is shown to prove that
intrinsic load (complexity of the subject) and extraneous load (poorly designed multimedia)
together can exceed working memory capacity with negative consequences on learning and
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retention. In medical education this manifests as students who can recall facts presented on a slide
or video but cannot apply them to clinical problem-solving or procedure tasks [12].
Another and related issue is non-congruence between multimedia design and pedagogical
objectives. Electronic equipment is usually adopted because it is new or glitzy rather than because
it supports specific learning goals such as diagnostic reasoning, procedural competence, or
communication. For example, a high-fidelity simulation video may show a surgical step with no
scaffolding decision points or opportunity for deliberate practice and feedback [13]. Without clear
instructional design
—
learning goals, formative testing, and directed reflection
—
multimedia is
an enticing add‑on that does not equate to improved clinical performance.
A third challenge is learner variability of access and digital literacy. Different backgrounds
among medical students and trainees mean unequal access to high‑speed internet, up‑to‑date
devices, and quiet study areas. Additionally, instructors and students differ in their experience
with interactive spaces, annotation tools, and virtual laboratories. These variations lead to
disparities in who can take advantage of multimedia learning. Technical problems, media not
optimized for low bandwidth, or user interfaces that assume special digital expertise can annoy
learners and shift focus from learning content to irritation [14].
Another pedagogical barrier is the limited capacity for authentic assessment and feedback
in most multimedia presentation forms. Medical science proficiency requires not only information,
but also concrete skills and decision-making under conditions of ambiguity. While multimedia can
be employed to simulate clinical environments, computer-based testing is likely to test surface
response (multiple-choice answers, task duration) rather than nuanced performance (hand skill,
bedside manner, clinical process of thinking). Good feedback will typically involve instructor
observation and dialogue, possibly demanding resource-intensive delivery at scale in electronic
environments.
Resolving these problems requires thoughtful instructional design and organizational
commitment. Educators must apply cognitive load theory and multimedia learning guidelines:
chunking material, signaling, and minimizing redundancy, and integrating media with specific
goals of learning. Incorporate active learning elements and intentional practice tasks with designed
feedback, and make sites available and intuitive on diverse devices and bandwidths. Finally, invest
in faculty development so that educators can create pedagogically sound multimedia and use
assessment tools that measure true clinical competency. These measures will permit the
pedagogical virtues of multimedia to be applied to medical education while minimizing the
problems that currently limit its potential [15].
E.A.Akolzina, in her psychological and pedagogical research on the use of multimedia
electronic educational resources, noted that presenting educational materials in the form of
multimedia information in the educational process creates more opportunities, that such an
approach to teaching depends on the level of activation of all the student's feelings, that teaching
using electronic information and educational resources contributes to the formation of knowledge
and new thinking in them through independent assimilation of educational materials [3].
Multimedia technology is a means of creating an interactive and effective educational
environment by combining information in various formats (text, sound, video, graphics, and
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animations) in the educational process. In the modern educational process, multimedia
technologies play an important role in increasing the effectiveness of education [7].
Multimedia technology is widely used in the visualization of subjects in educational
processes, that is, in explaining complex topics (for example, the work of the heart, heart
operations) through animations and videos, in the processes of increasing student participation in
interactive lessons through simulations and virtual laboratories, in the presentation of education at
the global level using multimedia materials on online platforms through distance learning.
For medical universities, it is advisable to consider several multimedia applications
and platforms in which the subject "Cardiology" can be used:
Diagnostic training programs. Echocardiography Atlas - training materials and clinical
case database on cardiac ultrasound. CardioSim - an interactive simulation program for the
diagnosis and treatment of cardiological diseases [8].
2. Learning platforms and LMS (Learning Management Systems). Lecturio Medical
Education - interactive videos, questions and additional resources on "Cardiology." KenHub -
animated lessons on the anatomy and physiology of the cardiovascular system.
Medical 3D modeling programs. Complete Anatomy - a 3D model of the heart, for the
study of its anatomical and physiological features. Visible Body - the ability to interactively
study models of the cardiovascular system.
3. Mobile applications. ECG Guide - Complete guide and examples of electrocardiograms
(ECGs). Heart Pro III-For visual study of cardiac anatomy and pathology.
4. Virtual reality (VR) platforms. Analysis of heart functions and pathologies using
Oxford Medical Simulation-VR. Bodyswaps VR Cardiology Training - an immersive
environment for the practical study of heart diseases. These applications and programs
allow the use of modern technologies in teaching the subject "Cardiology" in medical higher
educational institutions. There are other such platforms that allow students to study
cardiology thoroughly and with in-depth analysis.
In conclusion, it can be said that the role of multimedia tools in teaching the field of
cardiology is significant, and the platforms studied above ensure the effective and up-to-date
development of the educational process.
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