ნურალიძე კახა

დირექტორი; პროფესორი, სამკურნალო მედიცინის დეპარტამენტი, შპს „ელიზაბეტ ბლექველის" ჰოსპიტალი; აკაკი წერეთლის სახელმწიფო უნივერსიტეტი, თბილისი, საქართველო

ჭედია სოფიო

უფროსი, რადიოლოგიის განყოფილება, ნიუ ჰოსპიტალსი, თბილისი, საქართველო

ინოვაციური მეთოდები თანამედროვე სამედიცინო განათლებაში


Innovative Methods of Modern Medical Education

(თანამედროვე გამოწვევები სამედიცინო განათლებაში)


Introduction and aim: The main objective of any country’s Health Care System is to have healthy human resources. This goal can only be achieved by highly qualified medical staff. The preparation of doctors and nurses is one of the priority areas and considering the peculiarities of the methodology require constant update.

Research methodology: We have studied about 1200 cases of surgical and resuscitative patients in 2014-2015. The surveys were conducted in three multi profile clinics in Tbilisi ("New Hospitals", "Tbilisi Sea Hospital", "Elizabeth Blackwell Hospital") and covered not only the analysis of medical cards, but also patient survey and a full monitoring of vital functions.

Results and implications: Studies have shown that the major causes of medical mistakes are:

- Poorly assembled Anamnesis – about 21% of the cases

- Inadequate clinical studies – about 19% of the cases

- Inappropriate prevention of disease – about 25% of the cases

- Insufficient laboratory and instrumental investigation –about 14% of the cases

- Violation of the rules in the hospital reception – about 16% of the cases

- The intra operative error of surgeon during the existence of a life-threatening pathologies – about 5% of the cases.

Conclusion: As a result of the analysis of medical staff training modern methods, we came to the following conclusions:

1. Modern teaching methods in medicine- represent the unity of set of actions of student and his/her teacher aimed at to establish a highly qualified medical staff. In particular, this means a high quality theoretical and practical training of medical staff that is impossible without proper clinical base.

2. Teaching methods in medicine (lectures, seminars, active methods, phantom-simulation teaching, specialist assistance, etc.) can be divided into two target groups. In the first case the priority is introduction of the information, enrichment of theoretical knowledge, in the second case- performance of specific training tasks. Their rational use is much more effective in learning process and it provides young staff with a higher level of thinking. In addition, it reduces the likelihood of mistakes in medical staff in the future.

Keywords: evidence-based teaching, Phantom-simulation methodology; Active teaching and reproductive methodology, Brain storming, Concilium, Medical concepts and strategy, Problem based teaching, Portfolio, case-study, TBL-Methodology