DOI: http://doi.org/10.15350/2409-7616.2021.2.45

UDC 378.14.015.62

Plashchevaya E.V.¹ (Blagoveshchensk, Russian Federation) – E-mail: elena-plashhevaja@rambler.ru, Ivanchuk O.V.² (Astrakhan, Russian Federation) – E-mail: olgaiva.2401@gmail.com

¹Amur State Medical Academy

²Astrakhan State Medical university

Abstract. At the time of the trend in distance learning for different fields of study at technical and classical universities, it was noted that this form of education has its limits in the field of health education. In our view, distance learning has been integrated firmly into the system of training of medical personnel with little over a decade. This was facilitated by the COVID-19 pandemic, which made it necessary to introduce positive experience of distance learning in an emergency moded by that time. This was helped by the COVID-19 pandemic, which made it necessary to introduce positive experience of distance learning in an emergency mode. To address the problem of developing practical skills for prospective physicians, a virtual platform (Body Interact), that used in various educational institutions to offer students thematic situational tasks aimed at diagnosing and treating virtual patients. The unusual format of teaching, the introduction of simulation equipment, 3D atlases and virtual environments (virtual patients) with remote access undoubtedly influenced the perception of teaching material and, for the training of future doctors. The purpose of our research was to define the attitude of medical students to the application of digital technologies of distance learning, to evaluate the perception of medical students in distance learning during the pandemic of COVID-19, and a comparison of expected and actual experiences from distance learning during a pandemic. By the using of descriptive statistical methods, results have been obtained indicating that the application of digital learning technologies is welcomed by students, but most of them consider it more appropriate to acquire practical skills from the patient’s pastoralist. In addition, it has been possible to identify expectations that are unreasonable, for example, in the form of teacher assistance, interactivity in distance learning.

Keywords: distance learning, actual attitude towards distance learning, virtual simulators.

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For citation:

Plashchevaya E.V., Ivanchuk O.V. Distance health education during the COVID-19 pandemic: experience assessment. CITISE, 2021, no. 2, pp.490-499. DOI: http://doi.org/10.15350/2409-7616.2021.2.45