scholarly journals IMPLEMENTATION SIMULATION TECHNOLOGIES IN MEDICAL EDUCATION

2019 ◽  
pp. 36-41
Author(s):  
Kovalyova Olga
Keyword(s):  
Medical Education ◽  
Medical Care ◽  
Simulation Training ◽  
Professional Competence ◽  
Skills Training ◽  
Role Playing ◽  
Role Playing Games ◽  
Modern Classification ◽  
Life Threatening

The article discusses the necessity of widespread implementation of simulation technologies into medical education as a source of forming the professional competence of doctors and reducing the number of medical errors. The article describes the modern classification of simulation training. Modern simulation technologies include verbal simulations (role-playing games), standardized patients (actors), exercise simulators (physical or virtual models), virtual patients (computer technology), electronic patients (mannequins in simulated hospital settings). Simulations are the development and improvement of technical and non-technical skills and abilities through realistic models (biological, mechanical, electronic, virtual or hybrid). Simulation technologies cannot replace the experience gained near the «patient’s bed», but the simulation training provides a number of advantages: the clinical experience gained in the virtual environment does not pose a risk to the patient; objectification of the assessment of the achieved level of skill; unlimited number of repetitions for skills training; practice of rare and life-threatening pathologies; a part of the functions of the teacher takes on a virtual simulator that increases the availability of education; reduction of stress during the first independent manipulations; the training takes place regardless of the schedule of the clinic’s work; development as individual skills and abilities. The advantages of the introduction of simulation technologies into medical education for all subjects of medical education and medical care are analyzed. Modeling clinical situations in conditions close to real, allows students and doctors to be trained, increasing the level of safety for patients. For all subjects of medical education and medical care, the advantages of implementing simulation training have been demonstrated.

Game innovative techniques in professional orientation work of the teacher

2015 ◽  
Vol 9 (2) ◽  
pp. 0-0
Author(s):  
Надежда Паудяль ◽  
Nadezhda Paudyal ◽  
Лариса Филиндаш ◽  
Larisa Filindash
Keyword(s):  
Professional Competence ◽  
Role Playing ◽  
Russian Language ◽  
Social Adaptation ◽  
Interactive Methods ◽  
Cultural Character ◽  
Role Playing Games ◽  
Cultural World ◽  
Competitive Nature ◽  
Innovative Techniques

The article is devoted to innovative game methods of teaching the in career-oriented work of the teacher. The methods developed in the form of game technology has communicative and at the same time professionally oriented on the content of tasks focus, and aimed at improving the professional skills of employees of educational institutions.Different in content games allow to create elements of situationality, update team skills, reveal leadership and performing qualities, discover the creative potential, promote social adaptation of students. The apparent advantage of innovative game methods of teaching is also its upbringing potential. Such forms as brain-ring and training are considered the most detail. Brain-ring belongs to the not imitation gaming methods and is the most attractive to young people due to the dynamic, competitive nature. The training, consisting of business and role-playing games, numerous exercises and specific tasks, aims to the development of knowledge and skills, and formation of social attitudes. These interactive methods make it possible to adjust and improve communication, general cultural and professional competence. Innovative technologies with communicative orientation focused on the development of verbal and non-verbal components of communicative competence, extension of possibilities for dia-and polylogic communication, systematization of knowledge about the kinds and means of business communication, improving the skills of business presentations and negotiations. The interdisciplinary nature of the game tasks can solve not only specific professional task to motivate the choice of working specialty, but also expand the humanitarian horizon. Tasks historical and linguistic and cultural character helping revive the ideas and knowledge about traditional national culture and moral values and features of Russian cultural world, stimulate the interest to Russian language, cultivate patriotic feelings.

scholarly journals Features of Simulation Training of Emergency Medical Care for Doctors of Nonurgent Specialties in the Framework of Continuing Medical Education

2021 ◽  
Vol 1 (3) ◽  
pp. 134
Author(s):  
I. A. Lovchikova ◽  
A. A. Chursin ◽  
A. V. Podoprigora ◽  
S. N. Boev ◽  
D. E. Boev ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Care ◽  
Simulation Training ◽  
Postgraduate Education ◽  
Emergency Medical Care ◽  
Medical Specialties ◽  
Emergency Medical ◽  
Medical Institutions ◽  
Medical Facilities ◽  
Care Course

According to the current legislation medical institutions of any specialization and form of ownership are obliged to provide emergency medical care without delay and free of charge. Emergency medical care is not a profile one for many specialists and, within the framework of the current law, it is necessary to introduce an emergency medical care course into the CME system for all medical specialties at least once every five years, which will correspond to both the previously adopted system of postgraduate education and the existing standards of work of medical facilities.

scholarly journals Prevencinis socialinių įgūdžių lavinimas vidurinėje mokykloje: paauglių socialinių įgūdžių raiškos ypatumai

2013 ◽  
Vol 7 ◽  
pp. 141-157
Author(s):  
Žaneta Grinkevičiūtė ◽  
Jorūnė Vyšniauskytė-Rimkienė
Keyword(s):  
Social Skills ◽  
Training Program ◽  
Group Work ◽  
Social Skills Training ◽  
Skills Training ◽  
Role Playing ◽  
Preventive Program ◽  
Role Playing Games ◽  
The Social ◽  
Professional Social Worker

Kauno „Atžalyno“ vidurinė mokyklaPartizanų g. 46, Kaunas. Tel. (8 37) 31 19 73El. paštas: [email protected] Didžiojo universitetasDonelaičio g. 52 Kaunas. Tel. (8 37) 32 78 46El. paštas: [email protected]  Prevencinė socialinių įgūdžių lavinimo programa buvo parengta ir įdiegta bendrojo lavinimo mokyklos 14–16 metų paauglių klasėje. Šešiolikos užsiėmimų programą vedė profesionalus socialinis darbuotojas. Socialiniams paauglių įgūdžiams lavinti naudoti instruktavimo, modeliavimo, vaidmenų žaidimų, elgesio generalizacijos ir kiti darbo grupėje metodai. Tyrime naudotas trianguliacijos metodas: taikytos kokybinio ir kiekybinio tyrimų prieigos. Atliktas veiklos tyrimas atskleidė, kad socialinių įgūdžių lavinimo programa bendrojo lavinimo mokykloje yra iš dalies veiksminga. Tyrimo rezultatai parodė, kad berniukai tapo atviresni, pradėjo labiau reikšti savo jausmus ir domėtis, kaip jaučiasi kiti bendraamžiai. Tyrime dalyvavę paaugliai pradėjo dažniau inicijuoti pokalbius, tarpusavio sąveikose tapo drąsesni. Grupės darbe pokytis buvo nustatytas merginų tarpe, jos tapo vieningesnės, „drąsiai dalindavosi savo situacijomis bei įsitraukdavo į grupinį darbą“. Remiantis atlikto tyrimo duomenimis, bendrojo lavinimo mokykloms rekomenduojama organizuoti nuolatinius ir ilgalaikius socialinių įgūdžių lavinimo užsiėmimus, kuriuose galėtų dalyvauti skirtingą socialinę kompetenciją turintys vaikai ir paaugliai.Pagrindiniai žodžiai: socialiniai įgūdžiai, prevencinis socialinių įgūdžių lavinimas, socialinių įgūdžių lavinimas mokykloje.Preventive Training of Social Skills at School: Development of Social Skills in AdolescentsŽaneta Grinkevičiūtė, Jorūnė Vyšniauskytė-RimkienėSummaryA preventive program of training social skills was developed and implemented in-class for 14–16-year-old adolescents in a regular secondary school. The social skills training program of sixteen workshops was led by a professional social worker. The methods of instruction, modeling, role-playing games, generalization were used to develop social skills of adolescents. In the research, the triangulation method (qualitative and quantitative) was used. The action research revealed that the social skills training program was partially effective. The boys’ behaviour mostly changed according to data of the assertiveness and empathy scales. The boys became more open; moreover, they began to express their feelings and show interest in other peoples’ feelings. Adolescents began to initiate conversations and became assertive in interactions with others. In group work, the girls showed more changes in their behaviour (became more united, were sharing their situations, were actively involed in the group work). According to the data of the research, recommendations were prepared for organizations and institutions working with adolescents in organizing stable and long-term social skills training sessions including participants with different levels of social competence development.Key words: social skills, preventive training of social skills, training of social skills at school.

scholarly journals Simulation training in health education

2021 ◽  
pp. 95-96
Author(s):  
O. D. Nikolina ◽  
V. V. Butko
Keyword(s):  
Medical Education ◽  
Health Education ◽  
Medical Care ◽  
Simulation Training ◽  
High Tech ◽  
Main Task ◽  
Practical Skills ◽  
Professional Skills ◽  
Preclinical Stage ◽  
Specialist Doctor

Medical education as a constituent link between yesterday's student and future specialist doctor, at the preclinical stage, decides on the patient's safety in the provision of medical care. The conditions, quality and methods of providing medical care to the population, as well as the safety of patients, is an integral and main task of medical workers. Practical skills and manipulations should be acquired and practiced not on patients, but in Simulation Training Centers using high-tech simulators. An already prepared student comes to the patient with a baggage of knowledge, practiced practical skills, when a hand is placed, there are developed algorithms, certain knowledge and experience in performing practical skills. This allows without risk to the health and life of the patient to obtain professional skills on simulators and use their experience in further work [1].

scholarly journals DEVELOPMENT OF SIMULATION CENTER AND TRAINING PROGRAMMES IN IVANO-FRANKIVSK PERINATAL CENTER

2017 ◽  
Vol 24 (2) ◽  
Author(s):  
Zoryana Kocherga ◽  
Iryna Lembryk ◽  
Vitaliya Vysochan
Keyword(s):  
Medical Education ◽  
Neonatal Intensive Care ◽  
Simulation Training ◽  
Clinical Skills ◽  
Current System ◽  
Skills Training ◽  
Medical Simulation ◽  
Simulation Techniques ◽  
Perinatal Center ◽  
And Training

Current system of medical education in Ukraine needs improvement and reforms in order to enhance the proficiency of doctors and paramedics. Training of practical/technical skills, communication, as well as teamwork skills is considerably important.The use of simulation techniques and methods in medical education is called simulation training in medicine. Medical skills are acquired through cognitive (knowledge) and psychomotor (practice) skills. The first medical simulation centers appeared in Ukraine in 2006 according to the order of the Ministry of Health Care of Ukraine.On June 20, 2013, a new simulation training center was opened in Ivano-Frankivsk on the base of Regional Perinatal Center. Similar medical simulation centers were opened in the second half of 2013 in Volyn and Vinnytsia regions under the Ukrainian-Swiss Mother and Child Health Programme, which started in the area of perinatology. Their goal is to improve the teamwork of all specialists involved in the process of delivery and neonatal intensive care,as well as to engage internship doctors and senior medical students in clinical skills training programmes.The use of simulation techniques and training programs offers a powerful platform to study and practice clinical reasoning behaviors and patterns.

Methodology and Design of Technologically Enhanced Educational Role-Playing Games for Soft Skills Training

2016 ◽  
pp. 39-61 ◽  
Author(s):  
Elena Dell’Aquila ◽  
Davide Marocco ◽  
Michela Ponticorvo ◽  
Andrea di Ferdinando ◽  
Massimiliano Schembri ◽  
...  
Keyword(s):  
Soft Skills ◽  
Skills Training ◽  
Role Playing ◽  
Role Playing Games ◽  
Educational Role

Prospects for the use of modern technologies to increase student involvement

2020 ◽  
Vol 1 (1) ◽  
pp. 28-33
Author(s):  
Iu. V. Amelina ◽  
R. V. Amelin
Keyword(s):  
Social Networks ◽  
Information Technologies ◽  
Role Playing ◽  
Educational Process ◽  
State University ◽  
Role Playing Games ◽  
It Education ◽  
Interaction Plot ◽  
Role Playing Game ◽  
Live Action

The article discusses the prospects of role-playing games in the educational process to increase students’ motivation and involvement, as well as the possibility of modern information technologies (primarily social networks) for constructing innovative forms of such games. The author’s format of the live-action role-playing game is presented. It was developed and tested at the Saratov State University. It involves the integration of numerous educational tasks into a single plot, within which each participant plays a role and communicates with other participants to complete tasks. The main interaction, plot development and group activities occur in dialogs, conversations and groups of social networks. This approach has shown its viability in teaching legal disciplines, and also has prospects for use in IT education.

ДІАЛОГІЧНА ВЗАЄМОДІЯ УЧАСНИКІВ ОСВІТНЬОГО ПРОЦЕСУ ЯК УМОВА ПОПЕРЕДЖЕННЯ НАСИЛЛЯ У ШКОЛІ

1970 ◽  
Vol 8 (1) ◽  
pp. 165-172
Author(s):  
Оксана Воронкевич
Keyword(s):  
School Violence ◽  
Prevention Program ◽  
Role Playing ◽  
Educational Process ◽  
Self Determination ◽  
Psychological State ◽  
Necessary Condition ◽  
Training Methods ◽  
Role Playing Games ◽  
Time Information

У   статті   актуалізовано   проблему   поширеності   шкільного   насильства   у   середовищі   учнів  початкових класів. Особлива увага звертається на необхідність діалогічної взаємодії учасників освітнього  процесу як необхідної умови попередження насилля у школі.  Опираючись на результати власного дослідницького пошуку, автор пропонує варіант програми  психологічної профілактики шкільного насильства вчителів стосовно учнів. Дана програма спрямована на  формування  у  педагогів  навичок  глибинного  самопізнання  й  пізнання  дітей,  апробування  нових  форм  поведінки та базується на ідеї діалогізації педагогічної взаємодії, оскільки важливо налагодити суб’єкт- суб’єктну взаємодію учня та вчителя й не використовувати монологічну модель спілкування. Наголошено,  що педагоги повинні стимулювати будь-які прояви суб’єктної активності дітей, що сприяють виробленню  у них адекватної оцінки себе та свого оточення, розвитку здатності до самовизначення. Відзначено, що  для   діалогічного   освітнього   середовища   характерними   є   такі   властивості,   як   різноманітність,  динамічність, напруженість, достатність, кожна з яких сприяє високій ефективності освітньої взаємодії,  здійснює істотний вплив на розвиток особистості. Під час занять використано різні тренінгові методи:  рольові ігри, міні-лекції, мозковий штурм, обговорення в загальному колі тощо. Разом із тим поширено  інформацію з актуальних для педагогів питань спілкування з дитиною без агресії, злості та конфлікту.  Представлено  результати  успішної  апробації  програми  психологічної  профілактики  шкільного  насильства  з  боку  вчителів,  що проявилися в розумінні важливості толерантного ставлення до учнів,  набутті практичних умінь відчувати психологічний стан іншої людини та адекватно реагувати на нього,  виявляти доброзичливість, прихильність до школярів та надавати їм необхідну допомогу.  The article actualizes the problem of the prevalence of school violence among elementary school pupils.  Special attention is drawn to the need for dialogical interaction of participants in the educational process as a  necessary condition for preventing violence in school.  Relying on the results of his own research, the author suggests a variant of school violence psychological  prevention program of teachers in relation to pupils. This program is aimed at educating the students the skills of  deep self-cognition and cognition of children, testing new forms of behavior and is based on the idea of pedagogical  interaction dialogization, since it is important to establish subject-subject interaction between the pupil and the  teacher and not use the monologue model of communication. It is highlighted that teachers should stimulate any  manifestation of children's subject activity, which helps to develop an adequate assessment of themselves and their  environment, development of self-determination ability. It is noted that a dialogical educational environment is  characterized by such attributes as diversity, dynamism, intensity, sufficiency, each of them contributes to the high  effectiveness of educational interaction, have a significant impact on the development of personality. During the  classes various training methods were used: role-playing games, mini-lectures, brainstorming, discussions in the  general circle, etc. At the same time, information on relevant for teachers issues about communicating with a child  without aggression, anger and conflict is propagated.  Was presented results of successful approbation of the school violence psychological prevention program  from teacher’s part, manifested in the understanding importance of the tolerant attitude towards pupils, acquiring  practical skills of feeling the another’s person psychological state and react adequately to it, showing benevolence,  adherence to schoolchildren and providing them the necessary assistance. 

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