Slobodian O.M., Lavriv L.P., Kashperuk-Karpiuk I.S.

Bukovinian State Medical University (Chernivtsi City, Ukraine)

THE ROLE OF DEMONSTRATION MACROSPECIMENS AS VISUAL ELEMENTS IN CLINICAL ANATOMY TEACHING

The objective of Bologna Convention is to create conditions when the majority of people, taking advantage of all the achievements of national systems of education and science, can be in demand on the European labour-market. To improve the quality of training physicians, further advance of the methods of teaching theoretical subjects at higher medical educational establishments which form world outlook of medical professionals concerning the questions of therapeutic and practical activity is of special importance. Mastering these subjects should be combined with the application of a number of visual aids as the evidence of theoretical statements with practical processes [1].

The main part. Clinical anatomy is a theoretical base of a medical profession having both fundamental and clinical importance in the system of medical education, and ignorance or lack of anatomical knowledge may be a cause of medical errors. A highly qualified, competitive professional able to affect the development of medicine in Ukraine and in the world must have deep knowledge of regularities of the structure, development of the human body and the character of its changes under the influence of environmental factors. Specificity and complexity of teaching clinical anatomy is stipulated by a considerable scope of the material to be learnt, difficulty of the spatial imagination concerning anatomical formations, peculiarities of topographic-anatomical interrelations [2]. Clinical anatomy as a basic science requires with a maximal accuracy learning anatomical terms, anatomical specimens, dissection of the organs and systems on dead bodies, making pictures of the organs and parts of the body. At present, there are a lot of textbooks and atlases on clinical anatomy with bright coloured pictures (arteries are red, veins – blue, nerves – yellow etc.). Although anatomical structures inside the human body look differently from those, depicted in these atlases. In spite of a high printing quality these images do not present true picture of the structures of the human body. In this connection with the aim to ensure visual aspects of the educational process natural anatomical specimens should be used during practical classes along with the use of a complex of modern computer information technologies, tables, radiograms, models, anatomical atlases etc [3].

Anatomical specimens are important elements of teaching as they promote learning the structure of the human body. They enable to see the details of the natural structure of the organs, to create volume representation concerning the structure of organs and their location. The possibility to study natural specimens of organs afforded by our Department is unique to some extent [4]. Complete sets of the specimens of bones, separate internal organs from all the systems, complexes of organs, vascular-nervous specimens are available at the Department of Anatomy, Topographic Anatomy and Operative Surgery. Students work with natural specimens during practical classes and self-preparation. Thematic anatomical specimens are also used while passing modules. Methodically substantiated way of optimization and scientific organization of educational process with applied learning of clinical anatomy for the students of higher medical educational establishments should provide reasonable use and combination of traditional methods with various forms of integration. Introduction of approaches to organizational-methodical ensuring of the educational process which final aim is to form a conscious motivation concerning learning both the programmed and additional material will effectively increase the interest to morphology and medicine in general.

Conclusion. In modern conditions teaching clinical anatomy at higher medical educational establishment requires constant work and ability to combine classical forms of teaching with new approaches to education. In spite of modern information technologies and technical aids, classical and traditional forms of teaching (demonstration and learning natural specimens) should not be forgotten which in its turn will ensure a maximal level of mastering the educational material. The diversity of demonstration material (macrospecimens, models, volumetric models, educational tables, films) in the complex lays down the fundamental knowledge. Visual teaching aids are of leading importance for understanding and keeping in memory the educational material.

References

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2. Кернесюк Н. Л. Концепция развития оперативной хирургии и топографической анатомии в современном высшем медицинском образовании / Н. Л. Кернесюк // Клініч. анатомія та операт. хірургія. - 2007. - 6, № 3. - С. 109-110.

3. Становенко В. В. Классическое преподавание топографической анатомии и оперативной хирургии в медицинском ВУЗе / В. В. Становенко [и др.] // Актуальные направления и механизмы совершенствования образовательного процесса в высшейшколе: материалы Международной научно-практической и нтеренет-конференции (Минск, 22-23 октября 2014 г.). – Минск: БГУ, 2014. – С. 117-120.

4. Лазоришенець В. В. Стан підготовки та підвищення кваліфікації медичних працівників і завдання вищої медичної школи щодо інтеграції до світового освітнього простору / В. В. Лазоришенець, М. В. Банчук, О. П. Волосовець [та ін.] // Медична освіта. – 2009. – № 2. – С. 5–10.