Author's work - NEW METHOD OF PREDICTION AND PREVENTION IN PATIENTS WITH VARIOUS FORMS OF DIABETIC FOOT SYNDROME
FULL NAME. author: OKHUNOV ALISHER ORIPOVICH
TASHKENT MEDICAL ACADEMY
Material type: Invention a new way in education
The use of GIF and FLASH animated lectures allows to create a kind of support for clinical thinking, develop skills of visual pathological process, which is a way of increasing not only the intellectual, but also the professional potential of students. The choice of ways to achieve and types of visibility depends on the topic. Guided by the principle of the feasible difficulty, in complex for perception and understanding of topics that contain a large amount of concentrated information, it is advisable to use a combination of pictorial and symbolic visibility. For example, the clinical picture of the erectile phase of traumatic shock is very short-lived and transient, a description of the clinical manifestations is possible only by listing the symptoms without the possibility of presenting an objective picture of what is happening. In this regard, this topic is quite difficult to perceive without using visual aids, therefore it is recommended to design it based on GIF and FLASH animations. This allows you to create associative chains that help students memorize and comprehend information. The main difficulty lies in the choice of visual aids, their creation and directing the entire lecture as a whole. A big role here is played by such factors as graphic design, color, the optimality of combining verbal and visual information, technical means and traditional visual materials, the dosage in the information flow, the skill and style of communication between the lecturer and the audience. The application of a lecture of this type should be based on taking into account the psychophysiological capabilities of students, which will prevent the negative consequences of excessive overloading of the visual channel of perception.
Thus, the need to apply GIF and FLASH animated lectures on general surgery is connected, on the one hand, with the implementation of the problematic principle, and on the other hand, with the development of the principle of clarity. The main emphasis in this lecture is on the more active inclusion of visual images in the process of thinking, that is, the development of visual animation of students. Reliance on visual thinking significantly increases the efficiency of presentation, perception, understanding and assimilation of information, its transformation into knowledge.