Деловые игры в обучении гематологии

Аннотация

Ключевые слова: Роль и место игровых технологий в образовательном деловая игра, процессе медицинских университетов, зависит от метод активного ознакомленности учителей для создания сочетания с обучения, другими методами игры, другими модами игры. В то же учебный процесс, формирование навыков время необходимо рассмотреть теорию, образовательные совместной работы, игры и функции технологий. разрешая ситуации Место бизнес-игр в образовательном процессе, споров, определяются типом дисциплины. Деловые игры, сделаны подбор информации, до представления курса лекций, чтобы определить знания, развитие организационных только тогда, когда есть, его основной опыт. Преподаватель, способностей, проводит деловые игры после лекционных материалов для независимость, укрепления и внедрения знаний в области знаний. Третий творчество. вариант может сформировать весь учебный процесс на основе бизнес-игры на основе. В этом случае, интерес определяется традиционными и бизнес-играми. Их объединяет, традиционные и деловые игры, которые объединяют будущую профессиональную деятельность. Преподаватели ВУЗов, могут использовать использовать компактные бизнес-игры, предназначенные для практической подготовки. Это теоретическая основа данного исследования. The task of medical education is to enable students to gain knowledge and personal skills. Interactive methods of conducting classes, leaving the framework of the traditional filing of the material, stimulate interest in its study, involvement in the process of all students, help to receive skills relevant, easy and dynamically, developing initiative, it is easier to understand and memorize material, contribute to the right choice of specialization with students. Therefore, the introduction and use in the learning process, along with active, interactive forms of teaching disciplines, is an important requirement of modern medical education. “A business game is a method of teaching professional activities through its modeling close to real conditions, with mandatory branching, dynamic development of a solved situation or problem in strict accordance with subsequent events with the nature of decisions and actions adopted by playing in previous stages” [7]. 209 Жамият ва инновациялар – Общество и инновации – Society and innovations Issue – 2 № 6 (2021) / ISSN 2181-1415 One of the forms of interactive classes is a “Business game”, which is a joint activity of the participants, in the process of which each of them performs its own task. Knowledge and skills, including practical, who receive during the business game participants, are especially remembered by students. This special experience that allows you to create a relationship model, is important in practical life for the formation of teamwork skills, resolving dispute situations, selection of information, development of organizational abilities, independence, and creative potential. Business games are an active learning method. They contribute to a more effective learning, acquiring and improving professional skills. The game gives a systematic idea of the content of special knowledge, professional activities with structural and functional components are simulated. A business game makes it possible to get a learning and educational effect, in it the educational process is approaching real conditions. Thus, the purpose of using business games in the training process is the most efficient learning of educational material, the acquisition and improvement of professional knowledge and skills [9]. One of the most promising methods of interactive learning is business games. The undoubted advantages of this form of study are: 1. Maximum approximately to the real process. 2. The transfer of theoretical knowledge into a practical solution to the tasks supplied by the teacher. 3. The competition of accumulation of professional experience. 4. Ability to “lose” various behaviors strategies and to work out algorithms for solving the tasks. 5. A business game contributes to the accumulation of social experience, including communicative experience. Business games as an addition to traditional training methods, cognitive activity is intensified, stimulate the development of an individual approach, teach professional orienteering in a particular situation, working in the team and with a team, the ability to accurately and clearly formulate their thoughts, increase the quality of the material learning [2, 3]. Business games are widely used in professional pedagogy; Their classification is shown in Figure 1 [8]. 210 Жамият ва инновациялар – Общество и инновации – Society and innovations Issue – 2 № 6 (2021) / ISSN 2181-1415 Figure 1 - classification of business games A business game in medical education is determined by a complex system of educational and communicative tasks. Its main purpose is the construction and development of skills and skills to high professional qualifications, reducing the degree of novelty of possible medical and organizational si