The control of independent students’ work effectiveness during pathophysiology study

Abstract

The course of Pathophysiology study includes both auditoria hours (lectures and practical classes) and independent work of students. The latter makes up 38% of total hours given for Pathophysiology study. Independent work of students includes the following items: preparation for practical classes, writing reviews on different topics, preparation for current and final computer testing, study of the topics which are not discussed during lectures and practical classes. In order to assimilate the course of Pathophysiology completely students should effectively use their hours given for independent work.

Unfortunately, the level of students’ independent individual work is low; it includes only learning of single facts, that is not enough for higher medical education.

THE AIM OF STUDY: To propose the method of control of the effectiveness of students’ independent work.

The most important part of student’s individual work is preparation for study in auditoria, because it determines the qualitative level of study during practical classes. The student should enter the class not only with the knowledge of basic sciences (Anatomy, Histology, Biochemistry, Normal Physiology etc.) but also with the understanding of key items of the topic of the practical class. The problem consists in the following: the teacher can’t check the level of basic knowledge in each student – there is not enough time during practical class for this procedure.

In order to increase the effectiveness of individual students’ work a special workbook for the practical classes was developed at the Pathophysiology department. While preparing for practical classes students write down basic items of the topic, refresh some questions from Normal Physiology, Biochemistry and other subjects.

In the beginning of the practical class the teacher controls the level of student’s preparation to the topic by checking the fulfillment of tasks in the workbook. It takes a little time, but it can guarantee that student is prepared for practical class. Such method of control makes it possible for the teacher to define basic statements of the topic, common laws of pathological processes and peculiarities of these laws display in different organs and organs’ systems during the practical class.

It can also help to devote more time during the practical classes for situational problems solutions. There can be no doubt that solution of situational problems on Pathophysiology develops the abilities for intellectual modeling of pathological processes in different organs and systems, allows to use the knowledge of basic sciences and forms the basis of clinical thinking in medical students. Such skills will be helpful for the students to make correct and quick decisions in their future practical activity.

CONCLUSIONS:

Individual work is an integral part of medical students’ education. It’s effectiveness determines the success of Pathophysiology study. The teacher’s control upon individual work of students will improve their skills in working with educational literature and scientific publications. These skills should make the basis for high professional qualification, which is reached by regular analysis of scientific publications on their medical specialty; for the ability to use scientific discoveries in practical medicine.

Key words: individual work, practical class, clinical thinking