Химия
и химические технологии / 2. Теоретическая химия
Panasenko A. I.,
Keytlin I. M., Safonov A. A., Gotsulya A. S., Buryak V. P., Kremzer A. A., Melnik I. V.
Zaporozhye State Medical University
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, physic-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 themselve.
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, 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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