Innovative pedagogical technologies in the modernization teaching of morphological disciplines

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In 2023, the content of the federal state educational standards of higher education (FSES) of the specialty in the specialty 05.31.01 - General Medicine was updated. These regulatory documents contain requirements for the results of mastering the main educational program developed by institutions of higher professional education [10].
Correction of the content of competencies should, in turn, lead to the modernization of teaching morphological disciplines. As a result of mastering the specialty program, the student should develop such universal competencies as systemic and critical thinking (UC 1), development and implementation of project activities (UC 2), abilities for self-organization and self-development (UC 6.7), inclusive competence (UC 9) and others. In addition, it is necessary to develop a block of general professional competencies, including diagnostic and instrumental examination methods (GPC 4), information literacy (GPC 10), scientific and organizational activities (GPC 11). The formation of professional competencies is expected to be organized in accordance with the requirements of professional standards.
The formation of these competencies in students will prepare them for professional activities in the field of healthcare (providing assistance to the population in medical organizations), education and science (conducting scientific research and training of medical personnel), as well as administrative and managerial activities in healthcare organizations.

Thus, completing the analysis of the published regulatory documents, we have identified the need for systematic training of students to implement the types of professional activities outlined in the Federal State Educational Standard [2]. We believe that the training of students should begin from the junior years, including subjects of the morphological cycle of disciplines, and continue throughout the entire period of study.
Innovative pedagogical technologies developed and implemented in recent decades can contribute to solving these problems [3]. In our opinion, case technologies that have been developed in the Russian Federation since the 90s of the twentieth century deserve special attention [4].
Some authors associate the origin of the name case technologies with the English word case (portfolio), since the technology is a collection, a package of tasks. The other part, the origin of the word is connected with the Latin term casus - a complex complicated case. Since the structure of the case necessarily includes a problem situation that requires a solution [4].
Currently, case technologies are used not only to consolidate the material received, but also to assess the residual knowledge of students during federal testing and in the process of accreditation of universities.
To assess and monitor students’ educational achievements, there is a single online testing portal. Monitoring of the quality of residual knowledge is carried out at the end of each semester. External independent assessment of the level of educational achievements of students is carried out using FEPO tests (Federal Internet Examination in the Field of Vocational Education). In addition to tests in closed and open form, assignments for compliance, the last question is a case. Some variants of cases are presented in the demo version and simulators. Similar tasks must be solved during FEPO, which carries out an external independent assessment of the level of educational achievements of students.
For example, the case describes clinical symptoms in the form of growth retardation, decreased performance, drowsiness and other symptoms, and the diagnosis is indicated. From the options presented, the student must choose the endocrine gland whose function is impaired.
In the second part of the case, it is necessary to establish a correspondence between three diseases that could develop when the functioning of three endocrine glands is disrupted, and characteristic symptoms. Moreover, there are one more answer options than the number of glands listed, in order to avoid automatic adjustment of the latest answers.
The third part of the case is in an open form, where the student must give definitions of exocrine, endocrine glands and mixed secretion glands. When solving this case, the first part is a closed test, the second is a correlation test, the third is an open form with the ability to formulate a question yourself. Thus, work with cases should be used in preparation for intermediate and final control procedures and external independent assessment of the quality of university education.
In addition to the testing function, case technologies make it possible to develop the clinical thinking of future doctors [5]. Cases for junior students can be based on knowledge acquired in high school. I.N. Putalova, N.P. Aksenova, T.S. Dzigilevich note the increasing role of visiting the anatomical museum for the association of theoretical and practical knowledge of students [7].
  Cases for senior students make it possible to carry out not only intra-subject, but also inter-subject connections, to associate material considered in different

About the authors

Oksana Jakubenko

Email: jakubenko_ov@mail.ru

Vadim Astashov

Peoples' Friendship University of Russia

Author for correspondence.
Email: vastashov3@gmail.com
ORCID iD: 0000-0003-2846-1944

Professor, Department of Human Anatomy, Medical Institute

Russian Federation

Oleg Zayko

Email: oleg.zayko@bk.ru

Svetlana V. Klochkova

Peoples' Friendship University of Russia

Email: swetlana.chava@yandex.ru
ORCID iD: 0000-0003-2041-7607
SPIN-code: 1528-6250

профессор, кафедра анатомии человека Медицинского института

Russian Federation, Moscow

Mayas Arnous

Российский университет дружбы народов им. Патриса Лумумбы

Email: 1032175537@rudn.ru

References

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