ROLE OF BUSINESS GAME IN THE FORMATION OF CLINICAL THINKING AND COMMUNICATION SKILLS OF FUTURE DENTISTS
The challenge of improving the quality of medical education of future doctors is facing faculty departments of higher medical schools. Preparation of the future doctor suggests not only an increase in the student's cumulative knowledge and information, but also the formation of professional thinking of clinical, psychological communication skills. These skills acquire special value in the study of one of the most important branches of therapeutic dentistry "periodontal disease".
Teaching of "periodontal disease" is carried out in several ways to optimize the educational process at the department of restorative dentistry State "Dnepropetrovsk Medical Academy, Ministry of Healthcare of Ukraine." Analysis of it is being widely introduced in the example of the decision of situational problems. Another way of binding is a clinical examination of the patient. Independent clinical examination of the patient by student identifies the student's ability, integrated assess the condition of the patient based on his age, accompanying diseases, social and psychological personality structure. Special attention of the Department is paid to Teaching Method "The Business Game".
Meaning of interactive teaching methods in mastering topics of individual and group assessment of professional activities of the game is shown by the example of role-playing games with the students of the 4th year dental faculty.
Students of two academic groups of the 4th year dental faculty, equal in terms of absolute quality performance participated in the study. Traditional clinical analysis of patients with periodontal disease (periodontitis) was conducted in one of the academic group of students (group number 1).
Clinical analysis of patients with periodontal disease (periodontitis) was carried out in the other academic group of students (group number 2) in the form of the business game. This business game was held in a regulated discussion between competitive groups. The script is made and actions are processed under the supervision of a teacher.
All students filled the ambulatory medical card of dental patient in class. Students recorded the plan and the results of the survey in the map, an individual plan of treatment of periodontal patient. Quality of mastering was assessed by tests according to the input and output level of knowledge and theoretical survey of each student.
Analyzing the results of the study in both groups, we can say with confidence that the teaching profession followed by a demonstration of the clinical patient has made a significant improvement in the academic content of the section "periodontal disease". However, the study discussion conducted on practical training, promotes a more thorough preparation of students for the lesson. The players expand clinical horizons to work out their organizational skills, the ability to speak to an audience, the ability to debate, argue and defend their point of view, while respecting medical ethics and deontology. The high average score on the results of the initial level of knowledge indicates the great possibilities of modern educational technologies. Thus, despite the fact that the business games in the learning process have long been used, they remain quite relevant.
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