Optimization of lectures on human anatomy during martial law
DOI:
https://doi.org/10.26641/1997-9665.2023.3.160-162Keywords:
medical education, pedagogical methods, teaching of lectures, lecture-conversation.Abstract
Lectures occupy a significant place in the educational process at all levels of education. Their teaching during the long military conflict in Ukraine and with a decrease in the number of hours in the curricula of higher educational medical institutions requires from the teaching staff certain scientific and pedagogical knowledge and skills, using the maximum creative potential of each lecturer. Lectures on the discipline "Human anatomy" are basic in the system of training specialists of medical institutions of all countries in the world and aimed at the ability of students to perform a comprehensive analysis of the structure of the human body, the formation of clinical thinking abilities as a basis for subsequent courses. Higher educational medical institutions have already learned how to satisfactorily solve the organizational measures of online teaching of lectures and the presence of students in distance learning, but at the same time the most important remain methodological issues and the issue of the student's active participation in mastering the material of the discipline. The overall effect of the lecture is determined, firstly, by its content, secondly, by the way of organizing joint activities and those means of communication that ensure active and meaningful interaction between the lecturer and the audience. There is a big difference between "dry" teaching of a topic and a teacher's conversation with a student. In the first case, the student loses the knowledge-interest chain and becomes a passive listener, and at the end of such a lecture, he loses the motivation to attend. In my opinion, one of the means of activating listeners during lectures, their mental activity and interest, generalization of previously studied and new material, focusing attention on the issues to be solved is a lecture-conversation. Any conversation provokes thinking, analysis, the ability to correctly formulate one's opinion, opens up the student's potential and understanding and knowledge of the topic. The questions asked during the lecture encourage the search for the correct answer, activate the student's work, serve as an activator for understanding and support the interest in listening to theoretical material. Such lectures contribute to the students' acquisition of not only theoretical knowledge, but also the development of abstract thinking, the formation of motivation for educational, cognitive and future professional activities.
References
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- Mota MF, Mata FR, Аversi-Ferreira TA. Constructivist pedagogic method used in the teaching of human anatomy. Morphologia. 2010;28(2):369-374.
- Orsini E, Quaranta M, Adalgisa MG, Mongiorgi S, Cocco L, Billi AM, Manzoli L, Ratti S. Near-Peer Teaching in Human Anatomy from a Tutors’ Perspective: An Eighteen-Year-Old Experience at the University of Bologna. International Journal of Environmental Research and Public Health. 2022;19(398):1-17.
- Yagupov VV, author. [Pedagogy: Education. manual]. Kyiv: Lybid; 2002. 560 p. Ukrainian.
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