TRAINING DRUGSTORE IN THE EDUCATIONAL PROCESS: A GUARANTEE OF AWARENESS OF FUTURE DENTISTS ON PHARMACOLOGY

Abstract

Introduction. To consolidate the covered material and approach the conditions of real practical activity, a comprehensive study of new medicines, in September 2022, the training room “University drugstore” was launched at the department of pharmacology. The task of the aforementioned training room is to teach applicants for education to distinguish between drugs and dietary supplements, drugs of prescription (Rx) and over-the-counter (OTC) medicinal agents, as well as to be able to classify drugs according to the generally accepted anatomical-therapeutic-chemical (ATC) classification. The study aimed to analyze the attitude of applicants for education of the dental faculty to the introduction of training drugstore in the educational process of teaching pharmacology at the O. Bogomolets National Medical University. Materials and methods of research. The questionnaire method, mathematical analysis, as well as general scientific theoretical methods were applied: bibliographic, methods of information synthesis, system analysis and generalization. The questionnaire was discussed and approved at a methodological meeting by academic and pedagogical staff of the department of pharmacology. Results and their discussion. Conducting classes in a training drugstore is an example of the introduction of gamification elements in the educational process, which contributes to the visualization of theoretical knowledge obtained by applicants for education, clearly demonstrates the main principles of pharmaceutical care, promotes interprofessional interaction between health professionals, in particular between dentists and pharmacists, forms communication skills among applicants for education and, most importantly, consolidates the knowledge gained by students in a game form, which implies maximum involvement and minimal educational losses (for example, inattention of students, instability of their concentration of attention during traditional practical classes, or academic dishonesty during final control). Conclusions. 1) The introduction of innovative educational technology, consisting in the use of a training drugstore, is an important element that, at the content-procedural (practical) and professional (qualitative) levels, expands the knowledge and skills of applicants for education while mastering the course of pharmacology. 2) Applicants for education highly appreciate the development of practical skills in the training drugstore of the department, with great interest they participate in roleplaying case situations that require pharmaceutical care. 3) Academic and pedagogical workers believe that the gamification of teaching pharmacology in the training drugstore is a vivid example of increasing the visibility and diversity of standard practical classes in pharmacology, a factor in improving the effectiveness of training.