COMPETENCYBASED EDUCATIONAL APPROACH FOR FORMATION OF ANATOMICAL COMPETENCY IN HIGH MEDICAL SCHOOL

Аннотация

Полный текст

Basic disciplines in the foundation of higher medical education and the initial stages of training at the university, each in themselves play an important role in the creation of a certain knowledge base on the structural organization of the human body. The sequence of the studying of disciplines is the basis of the system of mastering medical knowledge in general, but its effectiveness without additional integration tools is rather low. Often the effectiveness is reduced because of the lack of a real continuity of the learning process of the departments of the morphological cycle. The competency-based approach, currently being developed in many advanced medical schools, can become the basis for effective integration. The aim of the study is to demonstrate the possibility and necessity of implementing the basic practical skill of a student of higher medical school - anatomical competency at different stages of studying human anatomy, from descriptive anatomy to surgical practice. The basic idea of implementing a competency-based approach in mastering the structural organization of the human body from the descriptive anatomy of a human on a corpse to surgical manipulations on a living human is the creation of a certain set of practical skills for searching, determining and manipulating with the anatomical structures of the human body and the criteria for their assimilation which correspond to certain of levels of anatomical competency. It is assumed that, еhere are three levels of realization of anatomical competency of a specialist - mental - descriptive, model, virtual - digital, with the possibility of digital manipulation and real, with the ability to search, determine and manipulate a living human. These levels can be effectively and consistently implemented at the stage of studying descriptive human anatomy, topographic anatomy and clinical anatomy. Each phase should include the practical skills and knowledge of the previous stage, should have clear evaluation criteria. Consistently integrated on the basis of certain regulates curricula of disciplines at each level will ensure a real continuity and effectiveness of the formation of anatomical competency of the doctor for subsequent practical activities.