Open AccessHygienic Assessment of New Forms of Organizing Studies in a Medical Pre-University
Author(s) -
Vladislav R. Kuchma,
AYu Makarova,
Olga V. Tikashkina
Publication year - 2020
Publication title -
zdorovʹe naseleniâ i sreda obitaniâ
Language(s) - English
Resource type - Journals
eISSN - 2619-0788
pISSN - 2219-5238
DOI - 10.35627/2219-5238/2020-329-8-4-9
Subject(s) - curriculum , medical education , psychology , anxiety , modular design , mathematics education , medicine , computer science , pedagogy , psychiatry , operating system
Background: Transition to machine learning, personalized medicine, and high-tech healthcare requires up-todatemedical personnel. The higher medical school is transforming the system of training specialists using modern digitaltechnologies and is starting education in the associated pre-universities, thus necessitating research into effects of currenttechnologies on the functional state of high school students. Materials and methods: In April 2019, based on voluntaryinformed consent, we examined 181 healthy Moscow medical pre-university students (15–17 years of age) and assessedthe impact of learning on the central nervous system, musculoskeletal system, and visual analyzer. Results: Traditionallessons in the pre-university are combined with project activities and development of practical skills. Phantom and simulationtechnologies along with modular construction of the curriculum are used to form practical knowledge and skills.The study load of 38–40 hours a week exceeds hygienic standards. Individual project activities in small groups (up to fivestudents) with teachers last 20 hours a week. Simulation classes are held once a week after the main classes and last 90minutes with a 5-minute break. Classes using simulation technologies are not always hygienically rational. Study loads,specifics of the timetable and teaching techniques approximated to university ones are adequate to functional capabilitiesof the body of medical pre-university students. Simulation classes cause no pronounced deviations in the neuromuscularapparatus of students. Most students demonstrate high stress tolerance and a greater motivational readiness for simulationexercises. Emotional tension and high anxiety rates are almost similar during traditional lessons and simulationactivities on phantoms. Conclusions: It is advisable to make wider use of modern digital (simulation, phantom, virtual)and design and research teaching technologies including in medical classes of educational institutions.