MODERN APPROACHES TO TEACHING THE DISCIPLINE “HUMAN ANATOMY” IN HIGHER EDUCATIONAL INSTITUTIONS FOR PARAMEDIC STUDENTS

Abstract

Paramedics are healthcare professionals whose primary task is to provide emergency medical care at the pre-hospital stage, that is, outside of medical institutions. Paramedics independently examine the patient, diagnose their condition, provide initial emergency care, and make decisions regarding further actions. The introduction of the paramedic profession has made it possible to improve the efficiency of emergency response, reduce the workload on ambulance physicians, enhance the quality of patient transportation and stabilization before hospitalization, and strengthen the medical service in wartime and during mass emergencies. This profession has gained particular significance today, during the period of full- scale war. A separate specialization – combat paramedic (or combat medic) – has emerged, providing assistance directly on the battlefield. Therefore, the issue of training paramedics at higher educational institutions has become especially urgent. Teaching human anatomy to paramedics has its own specific features that distinguish it from traditional medical or biological programs. The main emphasis is placed not on memorizing minor anatomical details, but on acquiring practical anatomical knowledge essential for professional activity. For example: the topography of veins and arteries for quick access during infusion therapy; anatomical landmarks for performing cardiopulmonary resuscitation; the structure and patency of the airways.To improve the assimilation of material, it is advisable to actively use: 3D models and virtual simulators, which allow students to “dissect” the human body layer by layer without real specimens; manikins and training devices to practice intubation, venipuncture, and cardiac massage; case-based learning, which enables analysis of clinical situations requiring anatomical knowledge.Since paramedics must act instantly, teaching should focus on developing: clear algorithms for orientation within the human body; associative thinking (for instance, pain in a specific area corresponds to damage to a particular organ );the ability to identify vital anatomical landmarks even under challenging conditions.Modern paramedic education requires the active implementation of simulation centers, where students can: practice emergency scenarios on virtual patients; learn to act under stress; integrate anatomical knowledge with practical skills.