OBJECTIVE

To substantiate the effectiveness of using the anatomical interactive atlas “Pirogov” to assess the quality of mastering practical skills at a colloquium on anatomy among first-year students.

MATERIAL AND METHODS

An analysis of the quality of mastering practical skills at a colloquium was conducted among 98 first-year students of the medical faculty using the interactive atlas “Pirogov” and biological material. The objective analysis was carried out by assessing the quality of the demonstration of 10 anatomical objects on biological material and the anatomical interactive atlas of “Pirogov” (hereinafter PO №1), selected randomly from 100 proposed, for 10 minutes. The subjective analysis was carried out by assessing the results of the questionnaire of these students.

RESULTS

An analysis of the quality of mastering the practical skill at the colloquium revealed uniform performance of the task — out of 10 proposed anatomical objects, students freely demonstrate 8—9. At the same time, the average demonstration time was no more than 7 minutes using an PO №1 and no more than 9 minutes using biological material. The analysis of the survey results revealed insufficient use of only biological material, and this is primarily due (in 79.1%) to the deterioration of biological material. Students noted the high importance and necessity of introducing an PO №1 into the process of assessing the quality of mastering the practical skill. The reasons for this are considered to be the ability to preserve the original appearance of an anatomical object when working with it and the ability to return its original appearance at any time (up to 70.8%). 12.5% of students note the ability to prepare for working with modern technologies, such as CT, MRI. Students also highly rated the quality of the interactive atlas image and the volume of built-in tools for working with it (9—10 points out of 10), the ability to replace biological preparation (7—8 points out of 10). The ability to quickly navigate and show anatomical objects was also highly rated — 7—8 points out of 10. At the same time, students rated the complexity of demonstrating anatomical objects at 1—2 points out of 10. They explained the minor complication by a lack of experience working with such equipment. Among the disadvantages that hinder working with the PO №1, students most often mentioned the high cost of equipment (45.83%), fear and inability to use expensive equipment (37.5%), the need to spend time for students to master the software (29.16%), and the lack of tactile perception and comfort when working with it (16.67%). At the same time, all students would recommend using the PO №1.

CONCLUSION

An objective analysis of the assessment of the quality of mastering practical skills at the colloquium showed uniform completion of the task with a high score (above 8 out of 10 points) within no more than 9 minutes. Subjective analysis revealed high levels of satisfaction with the quality and clarity of the 3D image of the anatomical interactive atlas “Pirogov”: it can partially replace biological material, allowing students to quickly navigate and show anatomical objects at 8—9 points out of 10 possible in no more than 9 minutes. The presence of all anatomical structures intact and the ability to view them in 3D space helps to navigate the presented anatomical object. The use of the modern functionality of the atlas contributes to the development of skills in working with modern technologies.