As the basic concept of getting medical education is its continuity at all stages and mainly a specialist self-supporting training, therefore it is quite relevant in the quarantine conditions, in order to prevent COVID-19 spreading, provide the distance learning at our medical university. The applying up-to-date innovative information and communication technologies, such as Google Hangouts Meet, allows to continue educating students.
“Are there any special features of teaching “Dermatology. Venereology” in distance learning?” – says the assistant professor, Ph.D. of the Department of Dermatovenereology Liliia Hulei.
In order to optimize distance learning in the quarantine conditions, I conduct classes in the form of pair discussions, which involve all logged on online students. First, obligatory the topic of the lesson scrupulously considers, with covering of the peculiarities of the current dermatoses course and the modern methods of diagnostics and treatment.
Interactive cooperation between the teacher and the students is very important, so there is having a constant dialogue throughout the class.
In my opinion, a significant advantage of teaching the discipline “Dermatology. Venerology” is an online demonstration of the clinical manifestations of the skin and sexually transmitted diseases that facilitates differential diagnostics. According to the students, distance learning is more effective in developing the primary skills of the skin rash visual recognition.
With the aim of preparing students better for the practical training, the most active students have the opportunity to make the reports (10-15 minutes) on the actual issues of the class’ topic and feel like lecturers, to develop the confidence during the perfomance and answer the colleagues’ questions. This measure keeps their tempers to further work with patients and teaches them to be ready for the unforeseen challenges of practical medicine.
The snippets of video presentations from the Internet provide a possibility to display the basic practical skills on the topic of the class.
To keep the audience focused on the presentation as much as possible, we take a step-by-step analysis of clinical cases and case histories by the topic.
We also have used interactive online app, such as Classtime and Plickers, to engage the group into teamwork and hold the audience attention. This aspect of the dermatovenereology distance learning class was very important as it has lasted for 5 academic hours. Students used their smartphones to connect to an online set of quizzes, which allowed all members of the class to interact with each other and receive immediate feedback. Moreover, the students’ visualized responses in real time enabled both the teacher and the student to work on mistakes and quickly evaluate their knowledge. All students who have participated in the online tutoring sessions were able to chat to the tutor simultaneously while they were watching the screen. Also, the educator will be able to compare and analyze data over time to assess the survival of knowledge.
In my opinion, distance learning for students can be used as a supplementation that provides greater opportunities for the traditional educational process, but it in any case will replace that.
