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Business games in teaching hematology
Kattabek ABDIEV
1
, Lutfulla MAHMONOV
2
,
Anajon MADASHEVA
3
, Feruza MAMATKULOVA
4
Samarkand Medical Institute
ARTICLE INFO
ABSTRACT
Article history:
Received October 2021
Received in revised form
15 October 2021
Accepted 15 November 2021
Available online
25 December 2021
The role and place of gaming technology in the educational
process of medical universities depends on the knowledge of
teachers to create a combination with other methods of play,
other modes of the game. At the same time, it is necessary to
understand the theory, education games and functions of
technologies.
The place of business games in the educational process are
determined by the type of discipline. Business games are made
before submitting a lecture course to determine knowledge only
when its main experience. The teacher carries out business
games after lecture materials to strengthen and implement
knowledge in the field of knowledge. The third option can form
the entire educational process based on a business game based
on. In this case, interest is determined by traditional and
business games, traditional and business games that integrate
future professional activities. The university often uses compact
business games designed for practical training. This is the
theoretical basis of this study.
2181-
1415/© 202
1 in Science LLC.
https://doi.org/10.47689/2181-1415-vol2-iss11/S-pp
This is an open access article under the Attribution 4.0 International
(CC BY 4.0) license (https://creativecommons.org/licenses/by/4.0/deed.ru)
Keywords:
business game,
active learning method,
educational process,
formation of teamwork
skills,
resolving dispute situations,
selection of information,
development of
organizational abilities,
independence,
creativity.
Gematologiyani o
‘
qitishda biznes o
‘
yinlari
ANNOTATSIYA
Kalit so‘zlar
:
biznes o
‘
yini,
faol o
‘
rganish usuli,
konflikt holatlar,
axborotni tanlash,
Tibbiyot oliygohlarining o
‘
quv jarayonida o
‘
yin texnologiya-
sining roli va o
‘
rni, o
‘
yinning boshqa usullari va o
‘
qitish texno-
logiyalari bilan uyg
‘
unligini tashkil etish o
‘
qituvchilar bilimlariga
bog
‘
liq. Bunda o
‘
yin nazariyasi, ta
’
lim o
‘
yinlari va texnologiya-
larning funksiyalarini tushunish talab etiladi.
1
Associate Professor of Hematology Department, Samarkand Medical Institute. Samarkand, Uzbekistan.
2
The head of Hematology Department, Samarkand Medical Institute. Samarkand, Uzbekistan.
3
Senior teacher of Hematology Department, Samarkand Medical Institute. Samarkand, Uzbekistan.
4
Assistant of Hematology Department, Samarkand Medical Institute. Samarkand, Uzbekistan.
Жамият
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инновации
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Society and innovations
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209
tashkiliy qobiliyat,
mustaqillik,
ijodkorlik.
O
‘
quv jarayonidagi biznes o
‘
yinlarining joy vazifalari intizom
turi bilan belgilanadi. Biznes o
‘
yinlari faqat o
‘
z asosiy tajribasi
bo'lganda, bilimlarni aniqlash uchun ma
’
ruza kursini taqdim
etishdan oldin amalga oshiriladi. O
‘
qituvchi biznes o
‘
yinlarini
bilim sohasidagi bilimlarni mustahkamlash va amalga oshirish
uchun ma
’
ruza materiallaridan keyin amalga oshiradi. Uchinchi
varianti biznes o
‘
yini asosida olib boriladigan butun o
‘
quv
jarayonini tashkil qilishi mumkin. Bunday holda, foizlar kelajak-
dagi kasbiy faoliyatni yaxlit ravishda tushunadigan an
’
anaviy va
biznes o
‘
yinlari bilan aniqlanadi. Universitet, ko
‘
pincha, amaliy
mashg
‘
ulotlar uchun mo
‘
ljallangan ixcham biznes o
‘
yinlaridan
foydalanadi. Ushbu tadqiqotning nazariy asosi shulardan
iboratdir.
Деловые игры в обучении гематологии
АННОТАЦИЯ
Ключевые слова:
деловая игра,
метод активного
обучения,
учебный процесс,
формирование навыков
совместной работы,
разрешая ситуации
споров,
подбор информации,
развитие
организационных
способностей,
независимость,
творчество.
Роль и место игровых технологий в образовательном
процессе
медицинских
университетов,
зависит
от
ознакомленности учителей для создания сочетания с
другими методами игры, другими модами игры. В то же
время необходимо рассмотреть теорию, образовательные
игры и функции технологий.
Место
бизнес
-
игр
в
образовательном
процессе,
определяются типом дисциплины. Деловые игры, сделаны
до представления курса лекций, чтобы определить знания,
только тогда, когда есть, его основной опыт. Преподаватель,
проводит деловые игры после лекционных материалов для
укрепления и внедрения знаний в области знаний. Третий
вариант может сформировать весь учебный процесс на
основе бизнес
-
игры на основе. В этом случае, интерес
определяется традиционными и бизнес
-
играми. Их
объединяет, традиционные и деловые игры, которые
объединяют будущую профессиональную деятельность.
Преподаватели ВУЗов, могут использовать использовать
компактные
бизнес
-
игры,
предназначенные
для
практической подготовки. Это теоретическая основа
данного исследования.
The task of medical education is to enable students to gain knowledge and personal
skills. Interactive methods of conducting classes, leaving the framework of the traditional
filing of the material, stimulate interest in its study, involvement in the process of all
students, help to receive skills relevant, easy and dynamically, developing initiative, it is
easier to understand and memorize material, contribute to the right choice of
specialization with students. Therefore, the introduction and use in the learning process,
along with active, interactive forms of teaching disciplines, is an important requirement of
modern medical education.
“A business game is a method of teaching professional activities through its
modeling close to real conditions, with mandatory branching, dynamic development of a
solved situation or problem in strict accordance with subsequent events with the nature
of decisions and actions adopted by playing in previous stages” [7].
Жамият
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One of the forms of interactive classes is a
“
Business game
”
, which is a joint activity
of the participants, in the process of which each of them performs its own task. Knowledge
and skills, including practical, who receive during the business game participants, are
especially remembered by students. This special experience that allows you to create a
relationship model, is important in practical life for the formation of teamwork skills,
resolving dispute situations, selection of information, development of organizational
abilities, independence, and creative potential.
Business games are an active learning method. They contribute to a more effective
learning, acquiring and improving professional skills. The game gives a systematic idea of
the content of special knowledge, professional activities with structural and functional
components are simulated. A business game makes it possible to get a learning and
educational effect, in it the educational process is approaching real conditions. Thus, the
purpose of using business games in the training process is the most efficient learning of
educational material, the acquisition and improvement of professional knowledge and
skills [9].
One of the most promising methods of interactive learning is business games.
The undoubted advantages of this form of study are:
1. Maximum approximately to the real process.
2. The transfer of theoretical knowledge into a practical solution to the tasks
supplied by the teacher.
3. The competition of accumulation of professional experience.
4. Ability to
“
lose
”
various behaviors strategies and to work out algorithms for
solving the tasks.
5. A business game contributes to the accumulation of social experience, including
communicative experience.
Business games as an addition to traditional training methods, cognitive activity is
intensified, stimulate the development of an individual approach, teach professional
orienteering in a particular situation, working in the team and with a team, the ability to
accurately and clearly formulate their thoughts, increase the quality of the material
learning [2, 3].
Business games are widely used in professional pedagogy; Their classification is
shown in Figure 1 [8].
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Figure 1 - classification of business games
A business game in medical education is determined by a complex system of
educational and communicative tasks. Its main purpose is the construction and
development of skills and skills to high professional qualifications, reducing the
degree of novelty of possible medical and organizational situations in the professional
activity of the doctor.
The task of its participants is to develop solutions and models of further behavior.
Business game makes it possible to students:
●
Immerse yourself in the atmosphere, extremely close to the doctor's work;
●
learn to form an optimal communication model with patients and colleagues;
●
Develop the ability to conduct an examination, diagnosis and choose the optimal
treatment tactics available to simple methods.
In order for the business game to be successful, you need to correctly calculate the
time required to solve the problem, equip the audience, develop a game script based on
the curriculum and the subject of classes, to determine its main issues and objectives, and
formulate the criteria for evaluating the results.
Before holding a business game, the teacher determines the main questions and
goals of a specific game, based on the topic of classes.
When creating a business game, the teacher develops the game script, creates a
graphical model of the game, and formulates the basic requirements for an assessment of
the game. The basic element of the business game is the script. The script provides for the
sequence of the game, the possible roles of the participants of the game.
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In preparation and during the business game, the teacher may face the following
problems:
1. Lack of basic experience in conducting games, as well as the lack of
recommendation literature to prepare for the game;
2. Methodological difficulties in assessing the effectiveness of different types of
business games;
3. Difficulties of playing games, since there is no description of the games in the
literature;
4. Difficulties in assessing the results of the game;
5. The emergence of interpersonal conflict during the game;
6. The subsequent intragroup conflict continuing after the game;
7. Manipulating the participants of the game, deviation from the objectives of the
educational process.
An important point of business games is preliminary preparation for the game, since
it is impossible to play what students do not have ideas, it leads to the profanation of a
business game. This means that the participation of students in the game requires the
preliminary training and development of relevant competence. The game should be
controlled by the teacher, in order to avoid development in the process of excitability and
uncontrolled emotions on the part of students. The teacher is most active at the
development stage, preparation of the game, as well as in the final period, during the
conclusions of the game. Students require compliance with the rules of the game and the
disciplines that must be voiced before each game.
In the training of nursing staff, you can allocate the following objectives of the
business games:
1. Immersion of students in the atmosphere extremely close to the professional
work of the doctor,
2. Formation of clinical thinking among students,
3. Development of the ability to conduct differential diagnosis and appoint optimal
survey tactics and treatment with simple and accessible methods,
4. Formation of an optimal model of communication with patients and colleagues at
work,
5. Control of professional training of students through business games, orienting
students in subsequent practical life,
6. Educational function of games.
Business Games in medical education fulfill an educational role, the main meaning
of them is the training of specialists, their training and development of professional skills
and skills to high qualifications.
In medical training, you can allocate the following models of games:
1. The educational game
“
Doctor and Patient
”
–
this form is variable, can be used in
various forms, for example, from the only player with a student teacher before applying
this game at the lecture when the lecturer leads the game with a large number of students.
2. The educational game
“
Concilium
”
–
the game is distinguished by the fact that in
addition to the attending physician, consultants and experts participate in the game.
Formally, this type of occupation is a role-playing game, which provides in the group the
role of physicians of various specialties, forming communicative skills and collaboration
skills.
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3. The training game
“
Nursing post
”
–
allows students to explore the work and
organization of the nursing post, the function and relationship between the nursing staff,
medical personnel and patients.
Business games used in the educational process have broad didactic capabilities as
they provide:
–
consolidation and integrated application of knowledge obtained by students
(listeners) when studying different disciplines (integration role of games), the formation
of a clear idea of professional activities in a selected specialty;
–
development of educational skills of effective management of real processes,
including with the help of modern mathematical methods and technical means;
–
Mastering the features of collective professional activities, acquiring the skills of
organizing interaction with the provision and service bodies.
Gaming technologies refer to the category of private training technologies that allow
several pedagogical tasks at once.
How to differentiate - Does the teacher use a game method or uses game technology?
When, in the process of studying a specific discipline, the educational game was rarely used
or once, then we can talk about the use of the game method. If throughout the time
allocated to the study of this discipline, the teacher solves the didactic tasks using a variety
of games and the corresponding methodological support, we can talk about the use of
gaming technology.
By using these games, the teacher can develop and create his own games for
students, while it is important to take into account the goals of the game and the focus of
the game (educational or organizational). The most complex games can be the educational
games
“
Polyclinic
”
,
“
Hospital
”
, etc.
The main purpose of the business games in medical education is a decrease in the
degree of novelty and the surprises of the probable medical and organizational situations
in the professional sphere of the doctor.
To sum up, the modern system of secondary vocational education is experiencing
reforming providing for the transition to level preparation. A modern form of training
treats competences as an ability to apply knowledge, skills and personal qualities for
successful activities in a particular area. According to modern requirements, "the
implementation of the competence approach should provide for widespread use in the
educational process of active and interactive forms of classes." The proportion of such
classes in the educational process should be 20-30% of audit classes, depending on the
direction of preparation.
The most often used by teachers a traditional method of teaching medical disciplines
(lecture supply of material), but the interest of students to gaming training methods
requires the teacher to study new methods of filing material, therefore the use of
interactive learning methods in medical education is a promising direction for the further
development of teaching experience and skill.
The educational process based on the use of interactive learning methods is
organized, taking into account the inclusion in the process of knowing all students of the
group without exception. Joint activity means that everyone makes a special individual
contribution, in the course of work there is an exchange of knowledge, ideas, ways of
activity. Interactive methods are based on the principles of interaction, the activity of
trainees, support for group experience, mandatory feedback.
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Business games, master classes, situational analysis, round table, trainings, as well
as other forms of interactive classes contribute to improving interest among students to
studied material, and also contribute to the development of professional skills and
communicative abilities in students.
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