Хімія та хімічні
технології/ 2. Теоретична хімія
Panasenko A. I., Keytlin I. M., Samura T. A., Safonov A. A., Gotsulya A.
S., Buryak V. P., Kremzer A. A., Melnik I. V.
Zaporozhye
State Medical University,
State
Service for Medicines in the Zaporozhye region
AN APPLICATION OF
BUSINESS GAMES IN THE STUDY OF TOXICOLOGICAL CHEMISTRY
People
born talented, and all caring of the teaching staff of high educational
institutions is not to ruin the talent and lead the student into the world of
creativity, providing it with the necessary knowledge. Among the many ways of
parenting interest in learning one of the most effective is the organization of
gaming activities.
Business
game began as a search tool of management decisions under uncertainty and
comprehensiveness. Currently, they are used in the educational process, as a
pedagogical technique, or as a method of active learning in the study of a
particular discipline. In all cases, it not only solves gaming or professional
tasks, but at the same time are held training and education of the students [5].
The
game is an effective method of learning, because it eliminates the
contradiction between the abstract nature of the subject and the real nature of
the professional activity.
Business
game is considered as the limited in the space and time an activity of students
to create a new attitude to the subject matter. Business game is a
psychological and didactic system, based on the following principles, which
provide the optimal interaction between the participants of the game:
cooperation, feasibility, management of emotional and intellectual background
of the educational process of academic groups, matching assessments, permanent
control of the business game, certainly [2].
Depending
on the modifications of the business game can be introduced the different types
of the role positions of participants: a generator of the ideas, developer,
simulator, scholar, analyst, organizer, coordinator, integrator, methodologist,
critic [3].
Psychological
and pedagogical principles of the business game in the study of toxicological
chemistry include [12]: the principle of simulation of specific methods of
analysis (chemical, physicо-chemical and
instrumental) and the principle of dialogic communication.
The
use of business games in the educational process contributes to [4]: the
formation of cognitive and professional motives and interests, the education
systems of students thinking, the learning by the collective mental work during
the laboratory and practical training, training a responsible attitude to
business.
Business
games are the pedagogical tool and active form of learning that identifies
scientific and educational activities, modeling pedagogical situations, and
enables them to analyze and to develop the optimal actions in forensic chemical
analysis.
Business
game – is a means of professional development of creative thinking, when a
student acquires the ability to analyze the specific situations and solve the
new professional problems for themselves.
Any
game should help to solve the basic learning task – the consolidation of
knowledge, the best mastering skills of the laboratory employment. Only in this
case the game is called as a teaching element classes. First, the students'
attention is directed to gaming activities, and then during the game, they are
included in the learning process of one sections of forensic chemical analysis.
Teaching
science makes to the organization of business games the following requirements
[1]:
1.
The game should be based on free creativity and independence of students.
2.
The game should always be an element of competition between students. It
greatly increases the self-control of the students, teaches a clear adherence
to established rules and strengthens activities.
3.
The game should evoke the positive emotions, a satisfaction on the successful
solution of the objective to be achievable, and the game should be accessible
and attractive.
Game
forms of laboratory employment as a cause of credits are more interested at the
students in their future profession:
- every student needs to know for what he learns;
- the study should be interesting and
enjoyable;
- the study should be accompanied by positive
emotions, joy and knowledge to achieve the desired.
The
proposed development of the business game on the course of toxicological
chemistry is a modeling activity of the chemists-toxicologists and associated
with the development of methods of analysis binary mixtures of drugs, prolonged
use of which at high doses contributes to the manifestation of side effects and
in some cases causing death.
The
teacher assigns the roles and organizes the work of the academic group.
Students are divided into four groups. The first group studies by Internet a
scientific literature on methods of analysis midokalm and sirdalud (muscle
relaxants). The second group chooses the methods of analysis of these drugs,
which are used in forensic chemical analysis. The third group is developing a
method for the analysis of muscle relaxants in their joint using without prior
separation of the components based on their physic-chemical properties. The
fourth group tested in the laboratory technique that provides a third group.
Mydocalm
(2-methyl-1-(4-methylphenyl)-3-(piperidino)-1-propanone) in the practice of
forensic chemical analysis quantified in biological liquids using gas
chromatography with mass detection [6], UV spectrophotometry [8] HPLC [7.11]
electronic spectroscopy in the visible part of the spectrum [9].
According
to the scientific literature Sirdalud
(5-chloro-4-(2-imidazolin-2-yl-amino)-2,1,3-benzothiadiazole) in the practice
of forensic chemical analysis is quantified
by UV spectrophotometry and gas chromatography [10] .
Based
on these data and taking into account the physic-chemical properties and
spectral characteristics for quantifying midokalm in the mixture with sirdalud
the method gas-liquid chromatography is recommended. Midokalm determination was
carried out using instrument Agilent 1100 series, equipped with diode array and
mass selective detector "Agilent LC / MSD SL".
The
analysis parameters: column "Zorbax SB-C18" - 1,8 µm, 4.6 mm x 15 mm.
Solvents: A - acetonitrile - water (95 : 5) 0.05% methane acid in - water
(0.05% methane acid), eluent flow - 3 ml / min. Gradient: 0 seconds - 0% A,
0.01 minutes - 0% A, 0.5 min - 100% A, 0.95 minutes - 100% A, 0.96 minutes - 0%
A. The sample volume is injected - 1 µl. Ionization method is the chemical
ionization at the normal pressure (APCI). Ionization mode - simultaneous
scanning of positive and negative ions in the mass range 80-100 m / Z....
Quantification
of sirdalud performed by spectrophotometric method in the UV range, using
solvent - 95% ethyl alcohol. The changes in the absorbance of solutions
analyzed performed at 321 nm using an instrument SPECORD 200-222 U 214 in
quartz cuvettes with a layer thickness of 10 mm. As the comparison solution,
was used Sirdalud - standard at the concentration of 1 mg%.
Statistical
analysis of the obtained results indicates that the recommended methods meet
the requirements of forensic chemical analysis.
Conclusion
This
article analyzes the experience of implementation in the educational process in
the study of toxicological chemistry one of the methods of active learning -
business games. The need to intensify the pharmaceutical education is
associated primarily with the rapid increase of the volume necessary
information for the students with the lack of time. Analysis of the results
showed that business games significantly increase the level of students'
knowledge and contribute to the concept "I am - a specialist."
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