CREATIVE APPROACH TO TEACHING "DISEASES OF THE STOMACH AND INTESTINAL SYSTEM" TO STUDENTS OF THE MEDICAL INSTITUTE IN THE SUBJECT OF PATHOLOGICAL ANATOMY

Аннотация

This paper explores creative approaches to teaching gastrointestinal pathology, incorporating problem-based learning (PBL), digital pathology, virtual microscopy, and interactive simulations. These modern teaching strategies enhance students’ engagement, critical thinking, and diagnostic abilities. The integration of innovative educational technologies fosters deeper learning, making the study of gastrointestinal pathology more practical and accessible. Kеywоrds: Medical education, creative teaching, pathological anatomy, stomach diseases, intestinaldisorders, innovativelearning. INTRОDUСTIОN Pathological anatomy is one of the important subjects for medical students, providing the study of the morphological foundations of diseases. Diseases of the stomach and intestinal system are one of the most important topics of pathological anatomy. The use of creative approaches in teaching this subject helps to strengthen students' knowledge and skills. Teaching medical students about diseases of the stomach and intestinal system in the subject of pathological anatomy is crucial for developing their diagnostic skills. Traditional teaching methods, such as lectures and textbook-based learning, may not be sufficient to fully engage students or encourage deep understanding. Given the complexity of gastrointestinal pathology, a creativeand interactive approach is essential. MАTЕRIАLSАND MЕTHОDS Creativeapproach methods 1.Visualization and digital technologies Depiction of the mechanism of diseases of the stomach and intestines using 3D models and virtual reality (VR). Analysis ofhistological preparations using digitizedmicroscopy. 2.Case-stage and clinical simulation Preparation of cases based on clinical and pathological data of diseases for the analysis of various situations. Usingsimulation simulators, students learn to explain diagnostics and pathogenesis. 98,7:ROTCAFTCAPMI.SECNEICSLACIDEM ,5202 ,hcraM,5emuloV gro.srehsilbupcimedaca.www 3.Gamification and interactivelearning Questions andanswers, quest games, illustrativecrosswords. Identifying morphological changes through thegame "Find thedisease". 4.Creativepresentations and role-playing with theparticipation of students Assign students to prepare presentations and video materials onpathological processes. Role-playing intheform of"Dialogue between apathologist and aclinician". 5.Hands-on practical exercises Modelingdiseases ofthestomach andintestines (for example, usingplasticine, 3Dprinter). Increasing laboratory exercises to master pathomorphological preparations. 6.Showingthesignificance ofdiseases inreal life Discussingthe significance ofdiseases based onthe stories ofvarious patients. Organizing discussions on the role and importance of pathological anatomy in modern medicine. RЕSULTSАNDDISСUSSIОN Pathological anatomy is asubject that requires students to: Recognizemacroscopic and microscopic features of diseases. Understand pathophysiological mechanisms affecting thestomach and intestines. Correlatestructural changes with clinical symptoms and diagnostics. Traditional methods often focus on memorization rather than application, limiting students’ abilityto diagnose conditions creatively. Acreative teaching approach enhances: Studentengagement: Interactivelearning makes pathology more interesting. Problem-solvingskills:Encourages students to think beyond theoretical concepts. Practical application: Bridges thegapbetween pathology and clinical practice. Innovative teaching strategies help students retain knowledge more effectively and apply it inreal-world clinical settings. 98,7:ROTCAFTCAPMI.SECNEICSLACIDEM ,5202 ,hcraM,5emuloV gro.srehsilbupcimedaca.www Problem-based learning (PBL) is an interactive teaching strategy that encourages students to solvereal-life clinical problems. In teaching gastrointestinal pathology, PBL involves: Analyzing patient cases with symptoms related to gastritis, ulcers, or colorectal cancer. Group discussions where students diagnose and propose treatment plans based on pathological findings. Critical thinking exercises that require students to correlate histopathological changes with radiological and clinical features. PBL shifts the focus from passive learning to active engagement, reinforcing students’ diagnostic abilities. Virtual reality (VR) and augmented reality (AR) provide immersive experiences for understanding pathological anatomy. Key applications include: 3D models of the stomach and intestines, showing disease progression (e.g., from gastritis to gastriccancer). Augmented visualization of microscopic pathology, allowing students to interact with tissue structures. Simulated dissections where students explore anatomical and pathological changes in a virtual environment. These technologies enhance students' spatial understanding and improve retention of pathological concepts. Whileinnovativeteaching methodsoffer many benefits,some challenges mustbeaddressed: Resource limitations: Advanced tools such as VR, AI, and digi