Kanaplianik О.V.1, Husakova N.V.2, Hamaliaka A.V.3, Kulchyk E.О.1
The use of interactive game method in teaching the discipline «Pathological anatomy»
1Gomel State Medical University, Gomel, Republic of Belarus
2Gomel Regional Clinical Hospital, Gomel, Republic of Belarus
3State Forensic Examination Committee of the Republic of Belarus, Gomel, Republic of Belarus
Vestnik VGMU. 2021;20(3):97-103.
In the given article by the example of a didactic board game, possible ways of its using and the importance of an interactive teaching method at «Pathological anatomy» practical classes are considered. The main requirements to the stages of design concept development, their detailed justification and description are presented. The role of a teacher as an organizer of this teaching method, as well as the use of situational modules of the didactic game for the better acquiring of new information by the students are analyzed.
Objectives. To increase the efficiency of the process of teaching students at «Pathological anatomy» practical classes based on the use of an interactive game method by developing a design concept for a didactic board game.
Material and methods. Retrospective analysis of the scientific and methodological literature on the investigated problem was made. The didactic board game consisting of an A3 format playing field and a set of cards was demonstrated.
Results. The board game with a description of its advantages and features of use compared to traditional teaching methods was presented. A range of problems associated with the development of didactic material of this type were noted.
Conclusions. A design concept of a didactic board game has been developed for conducting modular practical classes in pathological anatomy with the 3rd-year students of higher educational institutions in the specialties «General Medicine», «Medical Diagnostics».
Key words: interactive teaching methods, didactic board game, students, higher education.
1. IDC's Global StorageSphere Forecast Shows Continued Strong Growth in the World's Installed Base of Storage Capacity. Available from: https://www.idc.com/getdoc.jsp?containerId=prUS46303920. [Accessed 15th May 2021].
2. Ajah IA, Nweke HF. Big Data and business analytics: trends, platforms, success factors and applications. Big Data Cogn Comput. 2019 Jun;3(2):32. doi: http://dx.doi.org/10.3390/bdcc3020032
3. Padmavalli M. Big Data: emerging challenges of Big Data and techniques for handling. IOSR-JCE. 2016 Nov-Dec;18(6):13-8. doi: http://dx.doi.org/10.9790/0661-1806041318
4. Riahi Y, Riahi S. Big Data and Big Data Analytics: concepts, types and technologies. Int J Res Engineering. 2018 Sep-Oct;5(9):524-8. doi: http://dx.doi.org/10.21276/ijre.2018.5.9.
5. Cherkas EG. Innovative educational technologies: basic concepts. Innovatsion Obrazovat Tekhnologii. 2016;48(4):60-4. (In Russ.)
6. Concept of the State Program of Innovative Development of the Republic of Belarus for 2016-2020: Ukaz Prezidenta Resp Belarus', 31 ianv 2017 g, № 31. Pravo.by [Elektronnyi resurs]: Nats. pravovoi Internet-portal Resp. Belarus'. Rezhim dostupa: https://pravo.by/document/?guid=12551&p0=P31700031. Data dostupa: 19.05.2021. (In Russ.)
7. Higher education. First stage. Specialty 1-79 01 01 General Medicine. Qualification Doctor. The highest addukatsya. The first step. Special 1-79 01 01 Lyachebnaya on the right. Qualifikatsya Urach. Higher education first stage. Speciality 1-79 01 01 Medical Affair. Qualification Physician: OSVO 1-79 01 01-2013. Resp portal proektov obrazovat standartov vyssh obrazovaniia [Elektronnyi resurs]. Rezhim dostupa: https://www.edustandart.by/baza-dannykh/obrazovatelnye-standarty/item/646-obrazovatelnyj-standart-po-spetsialnosti-1-79-01-01-lechebnoe-delo. Data dostupa: 19.05.2021. (In Russ.)
8. Tolstoukhova IV, Fugelova TA. Using the case method in the formation of professional competencies of students. Sovrem Naukoem-kie Tekhnologii. 2016;(7-1):200-3. (In Russ.)
9. Giorgdze M, Dgebuadze M. Interactive teaching methods: challenges and perspectives. IJAEDU. 2017 Dec;3(9):544-7. doi: http://dx.doi.org/10.18768/ijaedu.370419
10. Begum J, Ali SI, Panda M. Introduction of interactive teaching for undergraduate students in community medicine. Indian J Community Med. 2020 Jan-Mar;45(1):72-76. doi: http://dx.doi.org/10.4103/ijcm.IJCM_232_19
11. Erina TF, Uvarova IV. Ways to activate the educational process when teaching a professional language at a medical university. Mezhdunar Zhurn Priklad Fundam Issled. 2017;(4 ch 1):95-8. (In Russ.)
12. Alaagib NA, Abdelaziz OM, Amal MS. Comparison of the effectiveness of lectures based on problems and traditional lectures in physiology teaching in Sudan. BMC Med Educ. 2019 Sep;19(1):365. doi: http://dx.doi.org/10.1186/s12909-019-1799-0
13. Korziuk NN. Small group teaching: theory and practice. V: Belorus gos un-t; Ulanovich OI, red. Lingvisticheskaia teoriia i obrazovatel'naia praktika: sb nauch st. Minsk, RB; 2013. Р. 81-6. (In Russ.)
14. Kastilo Starodubtceva SE. Teaching in homogeneous and heterogeneous classrooms: a comparative analysis of educational potential and learning outcomes. Izv TulGU Pedagogika. 2017;(3):70-5. (In Russ.)
Information about authors:
Kanaplianik О.V. – lecturer of the Chair of Pathological Anatomy, Gomel State Medical University,
Husakova N.V. – Candidate of Medical Sciences, doctor of laboratory diagnostics, Gomel Regional Clinical Hospital,
Hamaliaka A.V. – Candidate of Medical Sciences, state medical forensic expert, State Forensic Examination Committee of the Republic of Belarus,
Kulchyk E.О. – lecturer of the Chair of Pathological Anatomy, Gomel State Medical University,