ISSN 2415-3060 (print), ISSN 2522-4972 (online)
  • 30 of 39
УЖМБС 2021, 6(2): 221–226
Humanitarian issues of medicine and problem of teaching at the higher school

Distance Learning on the Cycle "Emergency Conditions" as Seen by the Intern Doctors of the Medical Profile and Dentists

Ekhalov V. V., Kravets A.V., Samoilenko A. V., Romanyuta I. A.

The purpose of the study. We analyzed the advantages and disadvantages of distance training of interns of various specialties for the licensed integrated exam "Krok-3" by studying the opinions of the subjects of training. Materials and methods. More than 200 anonymous questionnaires of first-year interns in various specialties were analyzed. The survey was conducted on a five-point system. If the respondent had not wanted to answer any item of the questionnaire, in the corresponding column he put a mark "0". A comparative analysis of the results of testing the interns in the areas of "General Medicine" and "Dentistry" has been carried out. Distance learning means such an organization of the educational process in which the main attention is paid to the independent training of an intern doctor. Our previous studies have shown that most interns can master large volumes of educational material. Therefore, according to the subject of the cycle, we have developed a number of microlectures in the form of voiced multimedia presentations for self-preparation of interns for classes, which were approved by the CMC of the Academy. At the end of each section, there is a considerable list of questions for self-control and a selection of test tasks on the topic. For self-preparation, we also offer clinical lectures texts copies of the department staff, published in professional scientific publications. Results and discussion. According to the results of an anonymous survey, 58.8% of respondents in the medical profile consider the "Emergencies" on-line cycle very significant for the preparation to a licensed exam, 35.3% - important, and only 5.1% - not paramount. Among interns-dentists, only 26.3% of the respondents recognized our classes as very important for passing “Krok-3”, and 47.4% - not very serious, and 26.3% did not at all perceive the expediency of this cycle. It can be explained by the fact that the thematic plan of classes of somatic pathology, which our department conducts for interns-dentists, is a very small share of the special dental program. Only 26.5% of medical interns and 21.1% of dentists recognized the stimulating effect of “Krok-3” for mastering knowledge of emergency care, 44.1% and 15.8% of respondents consider it quite important, respectively, and 32.4% of medical interns and 63.1% of dentists do not consider it appropriate at all, they say, the exam itself does not contribute to the improvement of medical qualifications. Conclusion. Conducted on-line cycle "Emergencies" was generally quite highly appreciated by subjects of training in many qualitative components. Interns of the dental profile showed significantly less interest in the performed cycle due to its limited somatic pathology. The problem of the unfair attitude of interns to the means of control at our department has been completely solved in full-time education, but in the case of distance education, it requires an urgent search for ways to overcome it. The transition to distance learning during an epidemic is a forced, but the only possible measure that will preserve the health and life of the subjects of learning. This type of training requires careful study, optimization and adaptation to modern conditions

Keywords: distance learning, intern doctors, anonymous survey

Full text: PDF (Ukr) 280K

  1. Zimmerman J. Coronavirus and the great online-learning experiment. Chronicle of Higher Education. 2020 Mar 10. Available from: he-Great/248216
  2. Hodges C, Moore S, Lockee B, Trust T, Bond A. The Difference Between Emergency Remote Teaching and Online Learning, 2020 Mar 27. Available from:
  3. Kukharenko VM, Bondarenko VV. Ekstrene dystantsiyne navchannya. Ekstrene dystantsiyne navchannya v Ukrayini [Emergency distance learning. Emergency distance learning in Ukraine]. Ed by VM Kukharenko, VV Bondarenko. Kharkiv: Vyd-vo KP «Miska drukarnya»; 2020. p. 7-29. [Ukrainian]
  4. Rafique S, Rafique H. Students’ feedback on teaching and assessment. J Pakistan Med Associat. 2013; 63(9): 1205–1209.
  5. Chakrabarti S, Vidya BM. Perception of Students on Online Self-Assessment Tool in Anatomy During COVID-19 Crisis. Int J Science Annals. 2020; 3(2): 16-22.
  6. Ekhalov VV, Kravets OV, Kryshtafor DA. Perspektyvy y nedostatky dystantsyonnogo obuchenyya vrachey-ynternov na tsykle «Neotlozhnye sostoyanyya» [Prospects and disadvantages of the distance learning of the Interns doctors on the "Emergency" cycle]. Novyny medytsyny ta farmatsiyi. 2021; 1: 16-17. [Russian]
  7. Minko LYu. Dystantsiyne navchannya u pislyadyplomniy osviti likariv-interniv [Distance learning in postgraduate education doctors]. Aktualni problemy suchasnoyi medytsyny. Visnyk VDNZU «Ukrayinska medychna stomatologichna akademiya». 2017; 2(58): 299-302. [Ukrainian]
  8. Barannyk S, Ekhalov V, Trofimov M. Dèveloppement Évolutionnaire de la "Clip thinking" Chezles Étudiants Mèdicaux et Leur Intègration Dans L`enseignement Mèdical Supèrieur. Abstracts of III International Scientific and Practical Conference “Theory, Science and Practice”. Tokyo, Japan; 2020 Oct 05-08. 2020. p. 234-238.
  9. Yekhalov VV, Kushch KO, Khobotova NV. Interaktyvni formy nadannya lektsiynoho materialu v pislyadyplomniy medychniy osviti [Interactive forms of lecture material in postgraduate medical education]. Pivdennoukrainskyi medychnyi naukovyi zhurnal. 2017; 17(17): 40-42. [Ukrainian]
  10. Dubossarska YuO. Dosvid dystantsiynoho navchannya z akusherstva i hinekolohiyi u period karantynu [Experience in distance learning from obstetrics and gynecology during quarantine]. Materialy II Mizhnarodnoi naukovoi konferentsiyi “Sotsialno-humanitarni doslidzhennya ta innovatsiyna osvitnya diyalnist” . 26-27 chervnya 2020 r., m. Dnipro. Nauk red OYu Vysotskyi. Dnipro: SPD «Okhotnik»; 2020. p. 316-317. [Ukrainian]
  11. Koshelev IA. Distantsionnoe obrazovanie v sisteme sovremennogo zdravookhraneniya: realnost i perspektivy [Remote education in the system of modern health care: reality and prospects]. Meditsinskiy almanakh. 2010; 1: 48-53. [Russian]
  12. Ekhalov VV, Gayduk OI, Khobotova NV, Egorov SV, Zozulya OA. Nekotorye psikhologicheskie osobennosti vrachey-internov raznykh spetsialnostey pri obuchenii na tsikle "Neotlozhnye sostoyaniya" [Some psychological features of the internship doctors of various specialties in training on the "Emergency" cycle]. Pivdennoukrayinskiy medichniy naukoviy zhurnal. 2016; 14(14): 51-53. [Russian]
  13. Byelka KYu, Kuchyn YuL, Melnyk IV. Dystantsiyne navchannya ta otsinyuvannya likariv-interniv za spetsialnistyu "anesteziolohiya ta intensyvna terapiya" v umovakh pandemiyi Covid-2019 [Distance training and estimation of internship doctors in the specialty "Anesthesiology and Intensive Therapy" in the COVID-2019 pandemic]. Bil, znebolyuvannya ta intensyvna terapiya. 2020; 4: 33-39. [Ukrainian].
  14. Ortemenka EP. Distantsionnyi kontrol teoreticheskoy podhotovlennosti studentov-medikov shestoho kursa k sdache testovoho litsenzionnoho ekzamena «Krok 2» [Remote control of the theoretical preparedness of students-doctors of the sixth course to give the test licensed exam "Krok 2"]. Smolenskiy meditsinskiy almanakh. 2016; 2: 129-133. [Russian]
  15. Fefer EI. Otsinka rivnya znan pri vikoristanni distantsiynikh tekhnolohiy navchannya v stomatolohiyi [Evaluation of knowledge level when using distance learning technologies in dentistry]. Medichna informatika ta inzheneriya. 2009; 3: 66-70. [Ukrainian]
  16. 3. Klihunenko EN, Ekhalov VV, Sedinkin VA, Kravets OV, Ploshchenko YuA. Nekotorye vozmozhnosti distantsionnoho obucheniya vrachey-internov na tsikle «Neotlozhnye sostoyaniya» [Some possibilities of distance learning doctors in the "Emergency" cycle]. Meditsina neotlozhnykh sostoyaniy. 2017; 5(84): 105-109. [Russian].