Derizhanova Irina Sergeevna - doctor of medical sciences, professor, doctor of the highest category.
Born on August 8, 1937 in Smolensk. In 1960, she graduated with honors from the Rostov State Medical Institute and worked as a pathologist in Kamensk, Rostov region. From 1962 to the present, he has been working at Rostov State Medical University (consistently holding the positions of dissector of the pathological department of the Russian State Medical University clinics, assistant, associate professor of the department of pathological anatomy), since 1990 - head of the department of pathological anatomy. In 1966 she defended her candidate's dissertation, in 1979 - her doctoral dissertation. The main scientific directions are morphological characteristics, morphogenesis and diagnosis of precancerous conditions; the role of cells of the diffuse endocrine system in tumor growth; issues of gastroenterology; pathology of organs and systems among liquidators of the consequences of the Chernobyl accident in 1986, history of medicine. I. S. Derizhanova is a highly qualified pathologist, author of over 350 scientific works, among them 3 monographs, 70 articles in peer-reviewed journals, 1 patent, 17 teaching aids; executive editor of 24 collections of scientific works of students and young specialists of Rostov State Medical University. The monograph “Tumors of the diffuse endocrine system - carcinoids” was awarded in 1993 as the best work on pathological anatomy in Russia by the Russian Academy of Medical Sciences. Academician A.I. Abrikosov. For achievements in the development of pathological anatomy, she was awarded by the Ministry of Health of the Russian Federation with the “Excellence in Health Care” badge, and by the European Academy of Natural Sciences - with a medal and diploma named after. R. Virkhova, Derizhanova Irina Sergeevna – scientific supervisor and consultant of 4 doctoral and 25 candidate dissertations, chairman of the Rostov Society of Pathologists, member of the Board of the All-Russian Society of Pathologists, member of the European Society of Pathologists, International Academy of Pathology. She is also a member of the editorial board of the journal "Archive of Pathology", a problematic educational and methodological commission on pathological anatomy at the department of research and educational medical institutions of the Ministry of Health of Russia, for many years she was the chairman of the certification subcommittees of pathologists, forensic experts and laboratory doctors of the Southern Federal District and Rostov areas. For 25 years she was the scientific director of the youth scientific society Rost State Medical University, and was awarded the sign of the Ministry of Higher Education of the Russian Federation “For success in student research work.” Chief freelance pathologist of the Southern Federal District, since 2012, member of the specialized commission of the Ministry of Health of the Russian Federation, specializing in pathological anatomy. Among the students of I. S. Derizhanova - heads of pathological departments of medical institutions of the city and region, pathologists of Syria and Nicaragua. In 2012 elected expert of the National Public Chamber in the specialty “pathological anatomy”.
Evgenia Markovna Nepomnyashchaya - Doctor of Medical Sciences, Professor, Head of the Pathoanatomical Department of the Russian Scientific Research Institute.
Voloshin Vladimir Viktorovich - candidate of medical sciences, associate professor of the department, head of the academic department.
Pasechnik Dmitry Gennadievich - candidate of medical sciences, associate professor, member of the European Society of Pathologists, head of the pathological department of the State Budgetary Institution of the Russian Federation "Regional Clinical Hospital No. 2"
Golovitsky Viktor Fedorovich - assistant of the department. Viktor Fedorovich entered the Russian State Medical University in 1997. and successfully completed it in 2003 with a degree in general medicine; in 2003-06 he completed postgraduate studies in the specialty of pathological anatomy at the corresponding department of Rostov State Medical University. He is a co-author of 12 scientific articles on the topic of dissertation research. From 2004 to the present, he has been an assistant at the Department of Pathological Anatomy of Rostov State Medical University, as well as a supervisor of a group of 3rd year students at the Faculty of Pediatrics.
Deribas Victoria Yurievna - assistant of the department. Born in 1978, graduated from Rostov State Medical University in 2002 with a degree in pediatrics. From 2003 to 2005 she studied residency in pathological anatomy. Since 09/01/2005 she has been working at the Department of Pathological Anatomy as an assistant, since November 2005 she has been enrolled in the prosector department of the Rostov State Medical University clinic as a part-time pathologist. In 2008, she took advanced training courses in pathological anatomy, the “Oncohematology” cycle, at the Russian Medical Academy of Postgraduate Education in Moscow. Has II qualification category. She has established herself as a responsible employee, a good teacher, actively participates in the educational and methodological work of the department, conducts classes and gives selected lectures in English, and is engaged in scientific work. He is the secretary of the commission for the study of lethal outcomes of the Rostov State Medical University clinic, and the secretary of department conferences. Main directions of scientific and practical activity: Gastroesophageal reflux disease, based on endoscopic biopsies, pathology of pregnancy.
Kazmin Andrey Sergeevich - assistant of the department, curator of the SNK of pathological anatomy
Solovyova Nadezhda Aleksandrovna - department assistant, born in 1980, graduated from the medical faculty of Rostov State Medical University in 2008. In 2008 - 2010 completed residency training at the Department of Pathological Anatomy. Area of scientific interests: gastrointestinal pathology. Currently actively engaged in writing a dissertation.
Kolomiytsev Alexey Konstantinovich - candidate of medical sciences, assistant of the department
Yashchinsky Leonid Borisovich - assistant of the department. Graduated from the Rostov Medical Institute in 1985. In 1985-1986. completed an internship in pathological anatomy at the Central City Hospital, where he continued his work in the future. Since 1989 - assistant at the department of pathological anatomy. In 1990, he was the first in our region to head the department of infectious pathology of the regional pathological bureau, performed autopsies of people who died from HIV infections, anthrax , rabies, leptospirosis, malaria, diphtheria, salmonellosis, dysentery. He developed a comprehensive method for post-mortem diagnosis of HIV infection, conducted more than 100 autopsies, the results of which were analyzed and together with prof. Derizhanova I.S. reported at the Congress of Russian Pathologists in 1990. Since 2009, he has been the head of the department of general pathology and biopsy studies of the branch of the pathological bureau in Rostov-on-Don. Conducts up to 30,000 studies of surgical and biopsy material annually. He pays the greatest interest to issues of oncomorphology, experimental studies of bone tissue regeneration using grafts in the conditions of modeling traumatic fractures. Has more than 50 published works.
Gusarev Sergey Aleksandrovich - candidate of medical sciences, assistant of the department. Born on January 1, 1959 in Dneprodzerzhinsk; graduated from the medical and preventive faculty of the Rostov State Medical Institute in 1982; Candidate of Medical Sciences; pathologist of the highest qualification category; Assistant, Department of Pathological Anatomy, Rostov State Medical University; head of the infectious diseases department at the Rostov branch of the Rostov Regional Pathological Bureau; author of more than 50 scientific publications devoted to issues of oncology, infectious pathology, and vascular diseases. Together with Professor Nepomnyashchaya E.M. is a co-author of a monograph published based on the materials of his own dissertation on the morphological characteristics of primary and metastatic liver tumors.
Gavrilova Marina Anatolyevna - assistant of the department
Karnaukhov Nikolay Sergeevich - assistant of the department
Atoyan Kaprel Andreevich - assistant of the department
1The purpose of this work is to analyze interactive teaching methods, in particular, the case method and its capabilities in terms of application in the practice of theoretical departments of a medical university and its integration into the system of teaching the discipline “anatomy”. The case method as the main interactive method was used during the subject Olympiad in the discipline “anatomy” of the year on the basis of the Rostov State Medical University. As a result of the experience gained, additional opportunities were opened to increase the motivation of students to achieve better results in their studies, increase the level of knowledge and practical skills for their application in future professional activities, and also noted an increase in the creative activity of students and their desire for self-realization.
interactive training
case method
anatomy
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One of the forms of interactive learning is the case method or case-study method, the “case method” (from the English case - case, situation) - a method of active problem-situational analysis, based on learning by solving specific problems - situations (solving cases). The method was used in the 20s of the last century at Harvard Business School, and was also well known to teachers of economic disciplines in our country. This method was not used in the USSR and was developed only in the 70s of the twentieth century at Moscow State University. M. V. Lomonosov. Currently, the course towards modernizing higher education in Russia leads to the search for new educational systems. Now the case method is used in the study of many other sciences, including medicine.
The relevance of the implementation of the case method is currently due to the need not so much for obtaining specific knowledge in the learning process, but rather the need for the formation of a professionally competent person with the necessary amount of skills and abilities and the ability to constantly learn and apply the acquired knowledge in specific situations.
The case-study method involves creating a problem situation based on facts from real life. The purpose of the method is to analyze a specific situation as a result of the joint work of a group of students, and develop the best solution in the context of the proposed clinical problem. Analysis of specific educational situations (case study) involves acquiring skills in working with information, comprehending it by working with assumptions and conclusions, and the ability to make decisions. The case method develops the ability to work in a team: managing time, defending one’s opinion, delegating authority, the ability to listen and be heard. The case method is aimed at activating discussion in the audience, analyzing and discussing the situation. This technology proposes to present educational material in the form of micro-problems, in the process of solving which students acquire knowledge through active creative activity.
One of the positive aspects of this method is that it does not require significant material costs and easily fits into the existing education system, motivates students to acquire knowledge for their future professional activities, and creates confidence that they can cope with similar tasks in real life . The case method may include various methodological techniques: building a model of the situation; systemic presentation and analysis of the situation; thought experiment (understanding the situation); as well as methods of description (creating a description of the situation); problem method (presentation of the problem underlying the situation); classification method (creation of lists of properties, characteristics, structures that make up the situation); “brainstorming” (generating ideas regarding the situation); discussion, etc. .
In general, the concept of “an interactive lesson” can be interpreted very broadly: from a ten-minute problem discussion to the implementation of a complex collective project. N.S. Skuratovskaya classifies cases according to tasks into a case enterprise and a case situation. Based on volume and degree of complexity, complex cases and “mini” cases are distinguished. Complex cases are large (from 15 pages) and contain a lot of detailed information, sometimes redundant. The student must independently identify the necessary information and analyze it. Mini-cases present practical situations in a concise form - from one paragraph or sentence to a page of text. The case may also contain attachments.
Organization of work with a case includes the following stages:
The first stage - at the beginning of the lesson, the main problem of the case is determined, in accordance with the material being studied, the students' level of knowledge of the case material and interest in the discussion are determined, which sets students up for joint activities.
The second stage is the organization of joint activities to solve the problem. The discussion can take place in small groups or individually for a time determined by the teacher. In small groups (three to five people), individual responses are compared and reflected upon, and a common position is developed.
A “speaker” is selected or appointed to present the solution (possibly in the form of a presentation) and answer questions.
The teacher organizes and directs the general discussion, either in the form of a traditional open discussion (Harvard method) or in the form of group or individual questioning.
The third (last) stage is the analysis of the results of both joint and individual work. The teacher ends the discussion and summarizes the results.
When considering a learning situation, the teacher can take an active or passive position; sometimes he “conducts” the analysis, and sometimes he limits himself to summing up the discussion.
Presenting the results of a case analysis in the form of a presentation is a very important aspect of the case-study method. The presentation can be oral and involves presenting case solutions in a group; it maximally develops the skills of public activity and participation in discussion. Such presentation of material when analyzing a case can serve as the beginning of a discussion.
A written presentation is less impressive, but its educational role is very great. Most often, it consists of preparing a report on the completion of a task, while stimulating such qualities as the ability to prepare a text, accurately and accurately compose a report, and avoid mistakes. Both written and oral presentation of the results of the case analysis can be group or individual (depending on the complexity and scope of the task). An individual presentation builds responsibility, composure, and will; group - analytical skills, ability to summarize material, see the project systematically. You can use an intermediate presentation with an analysis of the intermediate result, and a final presentation with a presentation of the finished solution. Recently, cases have been used both for teaching and for testing knowledge in exams. Unlike the classical teaching method, the interactive method involves not so much an assessment of a set of knowledge, but rather the ability of students to analyze, make decisions, and think logically. In this case, it is necessary to take into account the student’s meaningful activity when participating in a discussion or presentation, or preparing written work. In order for the student to understand the validity of the assessment, the teacher must first explain the rules for analyzing the case and the assessment system. The openness of the assessment system, its fairness and understandability for the student is of great educational importance.
The traditional five-point assessment system does not meet the requirements of the case method, since it does not allow the accumulation of points for intermediate work, for activity and multiple performances. From this point of view, a knowledge assessment system with a large number of points (from 10 to 100) is more acceptable.
The use of the case method in higher education when forming an assessment of knowledge across the entire discipline suggests three solution options.
The first option is used if the case includes the main provisions of the discipline, reflects key points, and involves the use of the entire complex of knowledge and skills, as well as practical skills. In this case, the grade obtained for the case can act as its grade in the discipline.
Since the case-study method is not a universal method for obtaining and assessing a student’s knowledge, the second option involves, along with the case method, the use of an oral or written examination, tests, etc. In this case, the assessment for the case analysis is allocated a certain quota of points.
In the third option, the case-study method is considered as one of many methods used in teaching this discipline.
As for the implementation of the case method in the practice of teaching students at the Department of Normal Anatomy of the Rostov State Medical University, this method was used as the main interactive method when conducting a subject Olympiad in the discipline “Anatomy” on December 15, 2014 on the basis of the Rostov State Medical University. The Olympics took place in several rounds. The composition of the participants was determined at the first stage of the Olympiad - testing.
By decision of the jury, students who scored a certain number of points were allowed to participate in the theoretical and practical rounds of the Olympiad. Participants in the Anatomy Olympiad were given the opportunity to familiarize themselves with the results of checking their work, its evaluation and comments. The criteria for evaluating the work of participants in the Olympiad were established by the organizing committee and the jury of the Anatomy Olympiad.
Students selected to participate in the Olympiad were divided into 6 groups of 5 people each.
Each group chose its own “speaker” to present the results of the discussion. Students were offered tasks of varying degrees of complexity and focus.
Each task was scored on a 10-point system, the scores for all tasks were added up into one cumulative score, which determined the winning group.
The second round included a discussion of the anatomical characteristics of native anatomical preparations and the use of practical skills to present the results of the discussion and demonstrate by the “speaker” anatomical structures on specific preparations in all sections of anatomy. After the group discussed the issues, the “speaker” of the group presented the results of the discussion and demonstrated anatomical structures on specific preparations.
In the third round, the tasks concerned knowledge of radiation anatomy, the ability to recognize and decipher the main anatomical structures and formations on radiographs, magnetic resonance imaging, spiral computed tomograms, spiral computed angiograms and were accompanied by a multimedia presentation of radiation studies.
In the fourth round, clinical situations and questions were presented to students for discussion. Through discussion while analyzing the case data, the participants developed a unified concept of the answer and delegated a “speaker” to present the answer. Sometimes students requested additional data to clarify the clinical situation from the appendices to the problem, which is typical for the case method.
In the last - fifth round, the case method was applied in an individual competition of “speakers”, each of them received an individual task to solve a clinical problem, the answer was given in the form of a written report. The jury evaluated the report and determined the winners of the individual round of the Olympiad.
It should be noted that during the time allocated for discussion of cases in groups of Olympiad participants, the audience also took part in an interactive quiz on the topics: “Art in Anatomy”, “Entertaining Anatomy” with a multimedia presentation of artists’ works on anatomical topics. Students who gave correct answers faster and more often than others were awarded with incentive prizes.
Students who achieved success in the Olympiad and took prizes in both group and individual competitions received certain bonuses when passing the anatomy exam in the form of credit for test results and answers on practical skills.
Federal State Educational Standards of Higher Professional Education (FSES HPE) of the third generation actualize the problem of the quality of training of specialists and raise the question of the need to find optimal methods for training future doctors. The shift in emphasis from the content of training to its results served as the basis for defining the identification of competencies as the effectiveness of training. The development of competencies is associated not only with mastering the theoretical part of the discipline, but is largely due to the combination of various forms and technologies of training.
The Department of Normal Anatomy of Rostov State Medical University, like other departments working with first-year students, began working on new curricula compiled in accordance with Federal State Educational Standard-3 in September 2011. The case-study method increases the role of the competency-based approach to organizing the educational process in the study of fundamental disciplines.
The discipline “Anatomy” is included in the basic part of the natural science educational cycle of the basic educational program (BEP) in the specialties of General Medicine, Pediatrics, Medical and Preventive Care and Dentistry, which includes 8 general cultural and 32 professional competencies.
The following competencies deserve special attention from the point of view of using the case method in teaching Anatomy:
- “the ability and readiness for logical and reasoned analysis, for public speaking, conducting discussions and polemics, for editing texts of professional content, carrying out educational and pedagogical activities...”;
- “the ability and willingness to master computer technology, obtain information from various sources, work with information in global computer networks...”;
- “the ability and willingness to study scientific and medical information, domestic and foreign experience on the topic of research”;
- “the ability and willingness to analyze the patterns of individual organs and systems, to use knowledge of anatomical and physiological principles... for timely diagnosis of diseases and pathological processes”;
- “general cultural competencies”.
Thus, the use of the case method when conducting the Olympiad in human anatomy contributes to a more emotional perception of the subject by students and increases motivation to learn. The use of situational tasks contributes to the formation of the student’s clinical thinking, encourages creative debate, and significantly stimulates students in their preparation for future professional activities.
Reviewers:
Kharlamov E.V., Doctor of Medical Sciences, Professor, Head. Department of Physical Culture, Exercise Therapy and Sports Medicine, Rostov State Medical University of the Ministry of Health of Russia, Rostov-on-Don;
Khloponin P.A., Doctor of Medical Sciences, Professor, Head. Department of Histology and Embryology, Rostov State Medical University, Ministry of Health of Russia, Rostov-on-Don.
Bibliographic link
Chaplygina E.V., Kaplunova O.A., Chistolinova L.I., Kornienko N.A., Vartanova O.T. USE OF INTERACTIVE TEACHING METHODS IN THE PRACTICE OF STUDENT TRAINING AT THE DEPARTMENT OF NORMAL ANATOMY OF ROSTOV STATE MEDICAL UNIVERSITY // Modern problems of science and education. – 2015. – No. 3.;URL: http://science-education.ru/ru/article/view?id=17443 (access date: 02/01/2020). We bring to your attention magazines published by the publishing house "Academy of Natural Sciences"
Derizhanova Irina Sergeevna – doctor of medical sciences, prof., excellent student of healthcare. She was awarded the badge of the USSR Ministry of Higher Education “For success in the research work of students”, the Rudolf Virchow medal “For achievements in the development of pathological anatomy” of the German Academy of Natural Sciences, the prize of the Academy of Medical Sciences named after. acad. A.I. Abrikosova (1993). Chief pathologist of the Southern Federal District, member of the presidium of the board of the Russian Society of Pathologists, member of the International Academy of Pathology, the editorial board of the journal "Archive of Pathology", the problematic educational complex on pathanatomy of the Ministry of Health of the Russian Federation, scientific director of the Ministry of Scientific Education of Rostov State Medical University Author of 315 scientific works (including 2 monographs, 14 teaching aids, 4 methods, recommendations), 1 RF patent. Under her leadership, 1 doctoral and 20 candidate dissertations were defended
In Rostov-on-Don, the organizer and first head of the Department of Pathological Anatomy, at the same time the first dean of the Faculty of Medicine, was Professor of the University of Warsaw I.F. Pozharisky (1915-1919).
Subsequently, the department was headed by Professor Sh.I. Krinitsky (1921-1961), I.I. Dorokhov (1961-1987), A.F. Gusarev (1987-1990), since 1990 to the present – prof. I.O. Derizhanova.
Over the 95 years of existence of the Department of Pathological Anatomy, 23 textbooks, 9 monographs, 24 collections of scientific papers, over 700 scientific articles have been published, 15 doctoral and 80 candidate dissertations have been defended. 8 professors, 9 associate professors, 200 pathologists, over 45,000 doctors were trained, 250 doctors underwent advanced training.
Currently, 4 doctoral and 5 candidate dissertations are being completed, and the educational process is being improved. The main scientific directions are the study of carcinogenesis, pathological anatomy of tumors and precancerous conditions, cardiovascular pathology using new research methods - immunomorphological, cytogenetic, etc.