The role of simulation training at a medical institute

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Kudratova, Z., Kuvandikov, G., & Berdiyarova, S. (2022). The role of simulation training at a medical institute . Результаты научных исследований в условиях пандемии (COVID-19), 1(05), 21–24. извлечено от https://inlibrary.uz/index.php/scientific-research-covid-19/article/view/8439
Zebo Kudratova, InScience

Assistant of the Department of Clinical and Laboratory Diagnostics

Golib Kuvandikov, Samarkand State Medical Institute

Assistant of the Department of Clinical and Laboratory Diagnostics;

Shohida Berdiyarova, Samarkand State Medical Institute

 Assistant of the Department of Clinical and Laboratory Diagnostics

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Аннотация

The use of simulators, mannequins, phantoms allows you to repeatedly work out certain exercises and actions while providing timely, detailed professional instructions during work. It is the simulators that can repeatedly and accurately recreate important clinical scenarios and the ability to adapt the learning situation for each student

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Kudratova Zebo Erkinovna- Assistant of the Department of Clinical and

Laboratory Diagnostics; Kuvandikov Golib Berdirasulovich- Assistant of the

Department of Clinical and Laboratory Diagnostics; Berdiyarova Shohida

Shukrullayevna- Assistant of the Department of Clinical and Laboratory

Diagnostics; Samarkand State Medical Institute ,Samarkand, Uzbekistan

THE ROLE OF SIMULATION TRAINING AT A MEDICAL INSTITUTE

Kudratova Z. E., Kuvandikov G.B., Berdiyarova SH. SH.

Abstract: The use of simulators, mannequins, phantoms allows you to

repeatedly work out certain exercises and actions while providing timely,
detailed professional instructions during work. It is the simulators that can
repeatedly and accurately recreate important clinical scenarios and the
ability to adapt the learning situation for each student.


Keywords: practical skills, simulation training, simulation educational

technologies, mannequin, practical skills, modern medical education,
medical education problems and solution methods.

Simulation training is a fairly new educational technique that is used in

medicine. The use of simulators in healthcare is safe for patients, it allows
you to simulate various critical situations in conditions close to real ones. At
the present stage of development of higher medical education, the use of
modern phantoms and simulators in the educational process is relevant [1].
This is due to the fact that it is not always possible to show certain
pathological conditions at the clinical bases of departments. Simulation
training in medical education is used to create conditions and develop
algorithms for medical manipulations, including in emergency and extreme
situations. This is due to the need for training for the mandatory
simultaneous elimination of problems.

The uniqueness of the simulation training method is manifested in the

possibility of using a repeated repetition in a single-type specified model
conditions on simulators, simulators or with the help of other equipment to
bring skill that requires meticulous accuracy, speed and standardization
(any cognitive or manual actions carried out in the profession automatically,


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without consciousness control ) to automatism, which in the field of medical
activity, otherwise, can provide only long years of practice and an
abundance of patients [3,5].

The introduction of simulation training in the educational process

requires the scientific and pedagogical staff to have knowledge and skills to
use special teaching technologies in various specialties, for example, in
therapy, surgery, obstetrics and gynecology, traumatology, endocrinology,
anesthesiology and intensive care and others.

The presence of mannequins, phantom models, a complex of simulators

for practicing practical skills for intravenous, intramuscular, subcutaneous,
intradermal injections, a training model for cardiopulmonary resuscitation,
a mannequin for care and resuscitation with equipment controllers enables
a significant number of students and doctors to study, pass exams, to
practice certain manipulations and practical skills [1,2]. Simulators,
phantoms, simulators are mechanical and computer devices, thanks to
which students and doctors can practice numerous clinical manipulations.
Mannequins with individual elements, feedback, sound, with an automatic
physiological response provide a real approach to the multiple provision
and monitoring of medical care for people, which is difficult to achieve in
clinics and at the patient's bedside [3].

Simulators provide the possibility of a plurality of repetitions of

practicing practical skills, which entails a significant reduction in the
number of medical errors and possible complications when performing
manipulations. During the training, not only clinical skills, but also the ability
to communicate with colleagues and patients. For this, special simulators,
simulators have been created, and game teaching methods have been
developed that allow you to simulate various clinical situations, including
rare ones [3,6].

The work of the simulation center depends on many factors: the

availability of specialized facilities designed to accommodate existing
equipment and students, the organization of the learning process [5,6]. The
use of simulators makes it possible to assess the level of acquired knowledge
and acquired skills and abilities, as well as to predict the real outcome of
manipulations carried out in real conditions, to fix the algorithm for
performing skills, taking into account unexpected unforeseen situations [4].
To ensure the high quality of practical training, just the availability of
simulators is not enough. It is necessary to use certain pedagogical
technologies that ensure the continuity of the system of formation,
development and improvement of practical skills and preparation for
professional activities at all stages of training of medical personnel [4,5].

The use of information technology in the educational process requires

the availability of qualified teachers capable of working in a new information


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and educational environment. The instructor - teacher and students, as well
as teaching and auxiliary personnel, participate in training simulation
courses. The teacher or instructor demonstrates a clinical case, performs
work using a simulation object [6]. During the simulation, it is recommended
to conduct video recording or other fixation of exercises.

Training in a simulation center provides high digestibility of the

material being studied and the possibility of an objective assessment of the
level of training of students, clinical residents and cadets in connection with
the modernization of thinking in general, as well as improving and enriching
the pedagogical approaches of teachers to students [2,7].

Thus, the simulation technology, of course, is communicative, since it

involves establishing contact and interaction between participants in the
educational process. Information, penetrating into consciousness, initiates
its active work and, as a result, starts the reverse information process,
response and action [8].


References:
1. Dikman P. Simulation and safety of patients / P. Dikman, M. Mor //

Materials of the 1

st

All-Russian conference on simulation training in critical

care medicine with international participation, Moscow, 2012. - M, 2012. - P.
44-50.

2. Pakhomova J. V. The role of virtual simulators in educational process

of doctors’ training / J. V. Pakhomova // Medical education and simulation
training: conf. Mainz, Germany, on the 26-27 of November, 2011. - Mainz,
2011.

3. Cooper J.B., Taqueti V.R. A brief history of the development of

mannequin simulators for clinical education and training // Postgrad Med J.
-2008. - № 84 (997).- P. 563-570.

4. Clinical simulation: importance to the internal medicine education

mission / P.E. Ogden, L.S. Cobbs, M.R. Howell, S.J. Sibbit, J.Di- Pette // Am J
Med.- 2007. - № 120 (9).-P 1-4.

5.Murin S. Usage of simulators in training: turning point / S. Murin, N. S.

Stollenverk // Virtual technologies in medicine: scient. - pract. journ. - 2010.
- № 1 (5). - P. 7-10.

6. Imitating training in system of continual medical professional

education / Under the editorship of the member correspondent of the RAMS
P. V. Glybochko. - M: Publishing house of the 1st MSMU n.a. I.M. Setchenov,
2012. P - 120.

7. Murin S. Usage of simulators in training: turning point / S. Murin, N. S.

Stollenverk // Virtual technologies in medicine: scient. - pract. journ. - 2010.
- № 1 (5). - P. 7-10.


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8. The all-Russian system of simulation training, testing and certification

in health care / N.B. Naygovzina, V. B. Filatov, M. D. Gorshkov [etc.] // Virtual
technologies in medicine: scient. - pract. journ. - 2013 . - № 1 (9). - P. 8. jour.
- 2013. -№ 1 (9). - P. 8.





Kudratova Zebo Erkinovna- Assistant of the Department of Clinical and

Laboratory Diagnostics; Muhamadieva Lola Atamuradovna - MD, Associate

Professor, Head of Department No. 3 of Pediatrics and Medical Genetics.

Samarkand State Medical Institute Samarkand, Uzbekistan

PATHOGENETIC FEATURES OF BRONCH-OBSTRUCTIVE SYNDROME IN

CHILDREN

Kudratova Z.E., Muhammadieva L.A.


Abstract: Bronchial obstructive syndrome (BOS) in children has been

attracting the attention of both researchers and medical practitioners for
many years, due to the widespread and heterogeneous nature of its
development, and therefore, difficulties in differential diagnosis. Of
particular difficulty is the differentiation of various manifestations of airway
obstruction in young children due to the high incidence of biofeedback as
the main syndrome, secondary syndrome, and even iatrogenic.

Keywords: bronchial obstructive syndrome, infectious pathology,

inflammation, hypersecretion;

Bronchial asthma (BA) and various acute bronchial obstructive

pathologies - obstructive bronchitis (OB), bronchiolitis, acute stenosing
laryngotracheitis (OSLT - false croup), whooping cough - diseases in which
violation of the airway, especially the bronchi, is the main manifestation. The
identification and treatment of biofeedback is a key point in the diagnostic
and therapeutic algorithms of these diseases [1,2]. The term "bronchial
obstruction" refers to a pathological condition resulting from impaired
patency of the bronchi with subsequent increase in resistance to air flow
during ventilation and characterized by episodes of shortness of breath as a
result of bronchoconstriction, inflammatory infiltration, hypersecretion and
dyskrinia of the submucous glands, edema and hyperplasia of the mucous
membrane of the respiratory tract, in particular [1, 3]. From a biological
point of view, bronchial obstruction has a protective and adaptive nature,
preventing the penetration of various foreign agents, including infectious
pathogens and allergens, into the alveoli, thus preventing the development
of pneumonia, and therefore is a universal mechanism for the protection of

Библиографические ссылки

Dikman P. Simulation and safety of patients / P. Dikman, M. Mor // Materials of the 1st All-Russian conference on simulation training in critical care medicine with international participation, Moscow, 2012. - M, 2012. - P. 44-50.

Pakhomova J. V. The role of virtual simulators in educational process of doctors’ training I J. V. Pakhomova // Medical education and simulation training: conf. Mainz, Germany, on the 26-27 of November, 2011. - Mainz,

Cooper J.B., Taqueti V.R. A brief history of the development of mannequin simulators for clinical education and training // Postgrad Med J. -2008. - № 84 (997).- P. 563-570.

Clinical simulation: importance to the internal medicine education mission / P.E. Ogden, L.S. Cobbs, M.R. Howell, S.J. Sibbit, J.Di- Pette // Am J Med.- 2007. - № 120 (9).-P 1-4.

Murin S. Usage of simulators in training: turning point / S. Murin, N. S. Stollenverk // Virtual technologies in medicine: scient. - pract. journ. - 2010. -№1(5).-P. 7-10.

Imitating training in system of continual medical professional education / Under the editorship of the member correspondent of the RAMS P. V. Glybochko. - M: Publishing house of the 1st MSMU n.a. l.M. Setchenov,

P-120.

Murin S. Usage of simulators in training: turning point / S. Murin, N. S. Stollenverk // Virtual technologies in medicine: scient. - pract. journ. - 2010. -№1(5).-P. 7-10.

The all-Russian system of simulation training, testing and certification in health care I N.B. Naygovzina, V. B. Filatov, M. D. Gorshkov [etc.] // Virtual technologies in medicine: scient. - pract. journ. - 2013 . - № 1 (9). - P. 8. jour. - 2013.-№ 1 (9). - P. 8.

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