medecolМедицина и экологияMedicine and ecology2305-60452305-6053Карагандинский медицинский университет10.59598/ME-2305-6045-2024-112-3-129-137medecol-760Research ArticleМЕДИЦИНСКОЕ И ФАРМАЦЕВТИЧЕСКОЕ ОБРАЗОВАНИЕMEDICAL AND PHARMACEUTICAL EDUCATIONСовременные аспекты преподавания патологииModern aspects of pathology teachingМусабековаС. А.MussabekovaS. A.

100008, г. Караганда, ул. Гоголя, 40

100008, Karaganda, Gogol str., 40

МхитарянК. Э.MkhitaryanX. E.

Ксения Эдуардовна Мхитарян

100008, г. Караганда, ул. Гоголя, 40

Xeniya Eduardovna Mkhitaryan

100008, Karaganda, Gogol str., 40

Mhitaryan@qmu.kzАбдикадироваХ. Р.AbdikadyrovaH. R.

100008, г. Караганда, ул. Гоголя, 40

100008, Karaganda, Gogol str., 40

ДусмаиловР. М.DusmailovR. M.

100008, г. Караганда, ул. Гоголя, 40

100008, Karaganda, Gogol str., 40

НАО «Карагандинский медицинский университет»КазахстанNon-commercial joint stock company «Karaganda Medical University»Kazakhstan20242610202403129137Copyright © Мусабекова С.А., Мхитарян К.Э., Абдикадирова Х.Р., Дусмаилов Р.М., 20242024Мусабекова С.А., Мхитарян К.Э., Абдикадирова Х.Р., Дусмаилов Р.М.Mussabekova S.A., Mkhitaryan X.E., Abdikadyrova H.R., Dusmailov R.M.Данная работа распространяется под лицензией Creative Commons Attribution 4.0.This work is licensed under a Creative Commons Attribution 4.0 License.https://medecol.qmu.kz/jour/article/view/760

Введение. Учебные программы бакалавриата при обучении медицине часто не в состоянии сбалансировать возможности обучения и интегрировать изучение фундаментальных и клинических наук, позволяя обучающимся связать теорию и практику. Высокий образовательный потенциал экспериментального метода обучения обусловлен не только его практической направленностью, но и возможностью рефлексии - критического анализа и синтеза знаний в процессе обучения.Цель исследования. Оценить возможность внедрения эмпирического обучения при изучении патологии для повышения эффективности восприятия студентами понимания предмета и последующего применения в клинической практике.Материалы и методы. Выборку исследования (n=362) составили студенты 3 курса НАО «Медицинский университет Караганды», обучающиеся по дисциплинам: «Общая патология» и «Патология органов и систем» в 2022-2023 учебном году. В состав выборки вошли 48,9% обучающихся мужского и 51,1% женского пола в возрасте от 19 до 22 лет. Респонденты были разделены на основную группу (n=96) с применением экспериментального метода обучения и контрольную группу (n=266) с использованием традиционного формата обучения. Изучение удовлетворенности студентов обучением и выявления характеристик, формирующих представление студентов об основах медицинского образования проводили при помощи специально разработанной анкеты. Для описания оценок студентов групп исследования использовали методы описательной статистики, для изучения данных, собранных с использованием открытых вопросов, применяли тематический анализ.Результаты. Возможность взаимодействия и обсуждения с преподавателем в ходе совместного просмотра микропрепаратов изучаемых кейсов были оценены на «отлично» 95,8% и 97,9% студентов. В отношении основных характеристик медицинского образования при изучении патологии верифицированы четыре широкомасштабные темы: фундаментальное медицинское образование, взаимодействие с преподавателем при получении медицинского образования, учебные материалы в медицинском образовании и оценка в области медицинского образования.Обсуждение. Высокий уровень принятия интерактивных групп при изучении патологии и общая удовлетворенность студентов отражают желание и потребность в активных методологиях обучения в современном медицинском образовании.Заключение. Основываясь на полученных данных, практическое преподавание патологии может быть улучшено за счет пересмотра содержания и стратегий обучения.

Introduction. Undergraduate medical curricula often fail to balance learning opportunities and integrate the study of basic and clinical sciences, allowing students to link theory and practice. The high educational potential of the experimental teaching method is due not only to its practical orientation but also to the possibility of reflection - critical analysis and synthesis of knowledge in the learning process.Aim of the study. Evaluate the possibility of introducing experiential learning in the study of pathology to improve the efficiency of students' perception of understanding the subject and subsequent application in clinical practice.Materials and methods. The study sample (n=362) consisted of 3rd year students of NAO «Karaganda Medical University», studying in the disciplines: «General pathology» and «Pathology of organs and systems» in the 2022-2023 academic year. The sample included 48.9% male and 51.1% female students aged 19 to 22. Respondents were divided into a main group (n=96) using an experimental training method and a control group (n=266) using a traditional training format. A specially designed questionnaire was used to study student satisfaction with training. Descriptive statistics methods were used to describe the assessments of students in the study groups. Thematic analysis was used to examine the data collected using open-ended questions.Results. The possibility of interaction and discussion with the teacher during the joint viewing of micropreparations of the studied cases was rated as «excellent» by 95.8% and 97.9% of students. With regard to the main characteristics of medical education in the study of pathology, four broad topics are verified, such as fundamental medical education, interaction with the teacher in obtaining medical education, teaching materials in medical education, and assessment in the field of medical education. The study used methods of descriptive statistics. Thematic analysis was used to process data collected using open-ended questions.Discussion. The high level of acceptance of interactive groups in the study of pathology and the general satisfaction of students reflect the desire and need for active teaching methodologies in modern medical education.Conclusion. Based on the findings, the practical teaching of pathology can be improved by revisiting the content and teaching strategies.

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The authors declare that there are no conflicts of interest present.