FORMATION OF INTERDISCIPLINARY INTEGRATION USING ADVANCED PEDAGOGICAL METHODS IN TEACHING BIOCHEMISTRY

ABSTRACT

One of the most common methods of teaching biochemistry is to study it without using chemical formula in materials. It is possible to achieve the intended goals of teaching only when the cognitive activity of the students of the medical university and the pedagogical activity of the teacher are harmoniously organized in the lesson. Organization and management of cognitive activities of medical students is the basis of the lesson structure. Therefore, it is desirable to study this issue in depth.

АННОТАЦИЯ

Одним из наиболее распространенных методов преподавания биохимии является ее изучение без использования химических формул в материалах. Достижение намеченных целей обучения возможно только при гармоничной организации на уроке познавательной деятельности студентов медицинского вуза и педагогической деятельности преподавателя. Организация и управление познавательной деятельностью студентов-медиков составляет основу структуры урока. Поэтому желательно детально изучаем этот вопрос.

Keywords: didactic material, pedagogical technology, integration, puzzle.

Ключевые слова: дидактический материал, педагогическая технология, интеграция, головоломка.

The future of society is directly related to having intellectually, morally, spiritually strong and qualified people. Consequently, among other stages of the continuous education system, higher education institutions have a special place in the preparation of qualified, and mature people in all respects. Possession of technological knowledge of medical university students is an indispensable description of their professional competence, which ensures their successful operation in various fields.

It is certainly not a secret to any of us that education, as a phenomenon that represents the technologization of society and the wide spread of scientific knowledge, technologies are becoming a leading factor in the development of the fields in which they are used.

Higher medical education faces new tasks in the direction of the approach, which forms and expands the possibilities of using a wide range of information; it also helps to deliver the knowledge, carries out algorithmic control and management of the educational process using information communication and pedagogical technologies.

The analysis of the literature and our experience, shows that the training of future doctors in practice is still focused on traditional methods of mastering professional activities, although a number of studies solve the problems of using new advanced modern pedagogical technologies in teaching students.

The scientific works by R. M. Abdulgalimov and G. N. Abdulgalimova, as well as the principles of educational organization in higher medical schools are presented in detail in the works of N.N. Azizkho’jayeva, S.I., Atqiyayeva, K.U. Komilov and M.G. Melnik’s.

However, most authors focused on organizational and methodological aspects and did not well on the basics of using advanced pedagogical technologies in the teaching of biochemistry, which is considered the fundamental science of the medical profile.

Our studies show that the use of modern advanced pedagogical technologies is gaining importance in the teaching of fundamental subjects, which are of the greatest importance for students.

The science of biochemistry covers the widest areas of medicine, it describes all forms of life at the basic and molecular level, as well as creates an idea about the laws of development and activity of the organism [1, p. 3-5; 2, p. 42-45].

A modern doctor must understand the vital processes of a healthy and sick body, the methods of diagnosing various pathological conditions, and diagnose based on their studies. Not being able to interpret the results of biochemical analysis, we miss the opportunity to detect the disease early, and this can be the source of further errors.

At the same time, mastering the methods of biochemical research will increase the level of professional skills of a specialist. In medical universities, biochemistry is taught to second year students and is conducted before the other two basic biological sciences, i.e., human anatomy and physiology.

In our opinion, it is of particular importance that biochemistry students should be able to combine basic knowledge of the molecular logic of living organisms and their practical application both in approaches to human treatment and in revealing the pathological symbol of the disease.

One of the most common methods of teaching biochemistry is to study it without using chemical formula in materials. However, this leads to mechanical memorization of transformation schemes and names of metabolites, which does not allow us to understand the logic of this science [3, p. 272-275]. It is impossible to form an adequate idea of biochemical processes without the student mastering at least the basics of bioorganic and medical chemistry, as well as a minimum number of formulas, reactions and metabolic processes.

The practice of biochemistry shows that students have difficulties in mastering the content of this subject, which is directly related to the need to learn and remember a large amount of theoretical material. As a result, students may lose cognitive interest in biochemistry.

The student can study the theoretical material using reference objects and consolidate their knowledge while completing the test tasks. At the same time, the development of interactive models that activate the learning and cognitive activities of students requires a lot of time and financial resources.

The analysis of existing literature shows that the possibilities of advanced modern education in the field of teaching biochemistry have not been sufficiently explored. The use of modern interactive methods not only increases the interest of students in studying biochemistry, but also significantly changes the intellectual abilities of students, making them real subjects of professional development [4, p. 85].

It allows teachers to create modern very interesting multimedia simulators and educational interactive videos and receive feedback to identify the most difficult topics of the course from the students’ point of view.

Figure 1. Metabolism of phenylalanine and tyrosine

Interactive education helps to develop communication skills, helps to understand the importance of group experience, teaches you to control your participation in group work, justify and defend your opinion. In other words, information provision together with interactive education, E.S. Alpatova [5, p. 686], stimulates the activity of students in the process of professional education.

Finally, the inclusion of students in the development of individual elements of educational and methodological support based on network services allows the full implementation of innovative forms and methods of teaching.

This system increases knowledge, skills, and increases the interest of students in science, besides, it encourages them to collect material for laboratory work, conduct analysis, carry out scientific activities, and form integration. There are different opinions about multimedia support for teaching subjects that require the representation of chemical formulas and complex transformation schemes.

Proponents of purely traditional forms of teaching believe that if the teacher consistently describes the formulas on the board with chalk, the student will be able to master the logic of presenting the material, its reinforcement includes further work with literature [6, p. 268; 7, p. 266-274].

In a biochemistry course, the creation of integrated tables by students increases the level of understanding of a rather complex topic such as ‘Metabolism of individual amino acids’ (Figure 1). This topic includes several sections such as ‘Phenylalanine and Tyrosine Metabolism’, ‘Serine Metabolism’, ‘Importance of Glycine in Heme Synthesis.’ Integrating, combining, systematizing and classifying the didactic material according to the specific nature of the indicated topics allows creating visual diagram tables.

This classification covers both the theoretical material of the department and the material directly related to the future practical activities of the graduate students. Knowledge of metabolism of individual amino acids and proteins is used in various fields of biochemistry, as well as in the study of ‘Pathophysiology’, ‘Pharmacology’, ‘Therapy’ and other sciences. Thus, the determination of protein in blood and urine is required to diagnose diseases of the liver, gastrointestinal tract, kidneys and other organs and systems. Knowing the composition of gastric juice, the mechanisms of its release, determining the level of acidity is necessary for the diagnosis of various diseases of the stomach.

Measurement of aminotransferase activity is of great importance for the diagnosis of liver pathologies and myocardial infarction. This method, in our opinion, is suitable for studying material of any complexity. The image in the form of a table helps to activate mental activity, because it implements the processes of information perception, various signs through visualization.

Figure 2. Metabolism of lipids

The technique of creating mind tables not only helps to organize information, but also helps to better understand, remember and connect it. Students engage in productive activities, and group work develops their ability and willingness to cooperate, resolve conflicts, and tolerate each other.

In order to develop some important concepts of "Biochemistry" by students, we suggest using the digital resources of the didactic game, in addition to the technique of developing mind tables.

We have developed Integration Puzzle-type learning elements that show how to assemble a diagram of lipid metabolism, the functions of lipids, the properties of lipid digestion and absorption, the synthesis of ketone bodies, the synthesis of cholesterol, the synthesis of triacylglycerols. Chemical formulas in this service can be shown, if necessary, by highlighting the compounds involved in the reaction and their groups. This educational element significantly facilitates the study of the structure of the most important substrates, enzymes and the functioning of metabolic processes in general (Fig. 2). [8, p. 18; 9, p. 258-259].

It is advisable to teach such topics using the proposed educational resources. Memorizing complex chemical formulas and multi-stage enzymatic chains of metabolic pathways requires a lot of effort from students, while we eliminate difficulties by actively using the advanced pedagogical technologies offered by us and achieve an increase in students' motivation to learn [10, p. 69-72].

Thus, it is necessary to integrate traditional forms of education and modern advanced pedagogical technologies to teach "Biochemistry". Elements of educational and methodological support for the study of specific topics developed by us (creating special tables, access to biological portals, written homework, standard test options) materials necessary for preparation for laboratory work, as well as includes methodological instructions for performing laboratory work.

These elements make it possible to increase the quality of education, form the necessary competencies in students and pave the way for the development of other subjects.

References:

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