ESTIMATION OF THE EFFECTIVENESS OF THE DISTANCEEDUCATION MODEL BASED ON TONY BUZEN'S INTELLIGENCECARDS OF STUDENTS AT THE DEPARTMENT OF CLINICAL ANDRADIATION ONCOLOGY (FOR EXAMPLE BRAIN MENINGIOM).

Abstract

Introduction: Тhe use of active forms of training in medical education becomes an integral part of the training of future
specialists. One of these methods is the method of case-based learning (CBL)-learning based on the case (case), team –
based learning (TBL) - a method of learning in groups. The training methods used involve various parts of the brain that are
responsible for analyzing and processing information to a greater or lesser extent. The most fully involves all parts of the
brain training method, which was developed by Tony Buzen-intelligence map. Intelligence map is a technology for displaying
information in a graphical form; a tool that allows you to effectively structure information, think, using all your creative
potential. The practical novelty of this work is the integration of various clinical and theoretical disciplines into a single whole
within a single discipline.
The purpose of this work: to show the effectiveness of using the method of intelligence maps for the formation of
students ' knowledge in distance learning.
Materials and methods: A lesson on the topic "brain Tumors (for example, brain meningiomas)" was held among 16
groups of the 5th year of OMF and 12 groups of the 6th year of internship in the specialty "General practitioner" of the nao
"Semey Medical University". All groups are divided into 2 subgroups: control and experimental (8 groups of the 5th year and
6 groups of internship in each). To find out the opinion of students about the form of conducting classes in the form of
intelligence cards, they were surveyed. The questionnaire is made up of a semi-closed type: with the presence of answer
options and the possibility of your own wording.
Results and discussion: We suggested that using the method of intelligence maps can improve the efficiency and
quality of the educational process at the Department. In General, 73.2% of students support the introduction of new,
innovative teaching methods, and 67.3% of respondents are more satisfied with the abstract, compiled in the form of
diagrams, than in the traditional, consistent form of presentation of the material. 65.9% of respondents find the main-map
method interesting and facilitates the learning process.
Conclusions: From the above, we can conclude that the method of smart cards allows you to make the learning process
exciting and interesting for students and is well suited for the educational process in educational medical institutions.