The article presents the experience of using original methods of memorizing information for teaching interns of all specialties. A number of pedagogical principles have been revised and updated to optimize learning. During training in the profession of a doctor, one of the most difficult elements of cognition is memorizing the doses of drugs, the ability to apply them in practice. During training in the profession of a doctor, one of the most difficult cognition elements is memorizing the doses of drugs, the ability to apply them in practice. The human brain has hard time memorizing numerical information until it is converted into visual images that the brain can understand. The authors have used the way of presenting difficult to memorize material in an interesting poetic form and the method of figurative nomination using the figurative-logical thinking of interns through the development of emotionally colored associative connections. 64 interns of various specialties who took part in the practical lesson “Acute and chronic heart failure in children” were randomly divided into two groups. In the main group (32 people, 50,0 %) the authors used the method of figurative nomination and mnemonic techniques, in the control group (32 people, 50,0 %) there was a standard methodological presentation of the material. The use of these methods in training interns improved the efficiency of memorizing information for a long time by 31,8 %. Keywords: methods of teaching, mnemonics, memory, figurative nomination technique, education
Effects of glutamine and valsartan on the brain natriuretic peptide and N-terminal pro-B-type natriuretic peptide of patients with chronic heart failure