A PEDAGOGICAL PROBLEM IN TEACHING MEDICAL SCIENCES USING MULTIMEDIA ELECTRONIC MEANS

Аннотация

This article analyzes the importance of using multimedia tools in teaching subjects related to cardiology. It also discusses researchers who have conducted research in this field and the platforms that have proven effective, along with their scope of influence. Keywords: pedagogy, multimedia, Revit, AutoCAD, 3DS Max. Scientific studies on the creation of electronic resources for intellectual growth, improving the effectiveness of information technology use in the medical field, and computer design using multimedia digital design programs like Revit, AutoCAD, and 3DSMax are being carried out in educational and research institutions around the world [4]. The training of skilled and contemporary professionals using multimedia applications in the educational process, giving students cutting-edge knowledge in their fields of activity, and continuously enhancing professional skills and abilities are all given special attention, as is scientific research on the widespread use of virtual educational technologies, electronic textbooks, and multimedia electronic educational complexes in the educational process [5]. In particular, in order to deepen the reforms being carried out in the healthcare sector, radically improve the quality of medical services provided to the population, organize the activities of medical institutions based on advanced foreign experience, increase the potential of medical personnel, and support the activities of non-governmental medical organizations, a number of promising measures have been identified [6]. Several scientists have also conducted research in this field, and we found it necessary to familiarize ourselves with some of them in this article. E.A. Khamraeva in her doctoral dissertation reflected on the definition of the pedagogical possibilities of multimedia teaching aids, as well as the description of the search-technological model for creating innovative textbooks [1]. In the study of E.I. Makharova, it was revealed that the use of Internet resources in teaching subjects in the educational process contributes to the formation of students' scientific worldview, the formation of skills in solving problems related to science, self-development and self-awareness, as well as the emergence of motivation [2]. One of the largest pedagogical challenges in learning medical sciences through multimedia electronic channels is cognitive overload. Medical content is dense, complex, and entails concepts integrating with procedural skills [8, 9, 10, 11]. As educators include multimedia components — animations, videos, interactive models, crowded slides, and accompanying text/audio — students have the potential to be flooded with information. Cognitive load theory is shown to prove that intrinsic load (complexity of the subject) and extraneous load (poorly designed multimedia) together can exceed working memory capacity with negative consequences on learning and 72 NEW RENAISSANCE 2025 AUGUST INTERNATIONAL SCIENTIFIC AND PRACTICAL CONFERENCE VOLUME 2 | ISSUE 8 retention. In medical education this manifests as students who can recall facts presented on a slide or video but cannot apply them to clinical problem-solving or procedure tasks [12]. Another and related issue is non-congruence between multimedia design and pedagogical objectives. Electronic equipment is usually adopted because it is new or glitzy rather than because it supports specific learning goals such as diagnostic reasoning, procedural competence, or communication. For example, a high-fidelity simulation video may show a surgical step with no scaffolding decision points or opportunity for deliberate practice and feedback [13]. Without clear instructional design — learning goals, formative testing, and directed reflection — multimedia is an enticing add‑on that does not equate to improved clinical performance. A third challenge is learner variability of access and digital literacy. Different backgrounds among medical students and trainees mean unequal access to high‑speed internet, up‑to‑date devices, and quiet study areas. Additionally, instructors and students differ in their experience with interactive spaces, annotation tools, and virtual laboratories. These variations lead to disparities in who can take advantage of multimedia learning. Technical problems, media not optimized for low bandwidth, or user interfaces that assume special digital expertise can annoy learners and shift focus from learning content to irritation [14]. Another pedagogical barrier is the limited capacity for authentic assessment and feedback in most multimedia presentation forms. Medical science proficiency requires not only information, but also concrete skills and decision-making under conditions of ambiguity. While multimedia can be employed to simulate clinical environments, computer-based testing is likely to test surface response (multiple-choice answers, task duration) rather than nuanced performance (hand skill, bedside manner, clinical process of