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HIGHER MEDICAL EDUCATION: THE MULTIMEDIA 
TECHNOLOGIES IN TEACHING OF PSYCHIATRY 
 
Nurkhodjaev Sabir Nasirkhodjaevich, 
[e-mail] 
Babarakhimova Sayyora Borievna, 
[e-mail] 
Iskandarova Yanneta Muxtarovna, 
[e-mail] 
 
Abstract: The national educational standards for medical institutes include 
a significant reduction in the number of classroom hours for studying academic 
disciplines. It is impossible to present in detail all educational materials during 
class study hours. The experience in using the multimedia technology at the 
psychiatry has shown that the learning of educational material has become more 
intensive. It is important that the multimedia presentation can be played many 
times; the isolated schemes, video of the case study can be replayed. The article 
discusses the efficiency of multimedia technologies in teaching of psychiatry 
and their significance for the process of education.
Increasing the shapes, forms, volumes and sources of information, 
widespread and rapid improvement computer and information technologies 
necessitates a change priorities in higher professional education. One of the 
priorities process of informatization modern society is the informatization of 
education - the process providing education methodology and practice of 

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development and optimal use of new information technologies, focused on the 
implementation psycho-pedagogical objectives training. [3] In order to improve 
the knowledge and skills necessary to attract the students in the educational 
process of training programs and the latest computer technology. Databases 
many universities have a rich choice of textbooks, but to meet the requirements 
and specific training in the field of medicine, it is important qualification for 
educational information and form of presentation of its students. [1]. 
Information technologies have great potential opportunities to improve the 
educational process and improve the training of future doctors. One of the 
didactic means having developmental potential, is a multimedia, allowing the 
use of text, graphics, video and animation in the dialogue, which expands the 
scope of the computer in the learning process. According to G. Kirmayeru using 
interactive multimedia technology in teaching share acquired material may be up 
to 75%. [5] 
Improving learning material is due to the fact that the media are a special 
kind of computer technologies, which combine both traditional static visual 
information (text, graphics) and dynamic (speech, music, video, animation), 
causing simultaneous exposure to visual and auditory senses are trained, which 
allows you to create images of the dynamically developing in different 
information representations (auditory, visual). [8] The visual channel in its 
capabilities far exceed the capabilities of all other channels of perception man. 
In this regard, the introduction of video information in teaching - teaching 
material for the perception of teaching material, learning and memorizing it is of 
paramount importance. Audio components of multimedia tools can complement 
and enrich the video fragments. However, they may also have important 
independent significance, for example, as a means of activation attention, 
emphasis on individual aspects of the material. [2] On the basis of the work of 
domestic and foreign researchers, teachers, psychologists have shown that the 
use of multimedia teaching can solve issues with a great educational effect can 
be a means of enhancing the effectiveness of training, significantly reduces the 
time available for the study of the compulsory teaching material allows 
substantially deepen and widen the circle of the issues and questions [4]. This 
article reflects the experience of using innovative technologies to practical 
training in the teaching of subjects such as psychiatry. Training of students is 
carried out on a 5 course. For the most complete development of the subject to 
use electronic textbooks, multimedia programs and educational videos. Used 
programs and films provide a high visibility, as Students can see the "classical" 
clinical picture of major mental illness. The use of animation in the multimedia 
program allows you to structure the main symptoms and syndromes that 
develops students' skills in the correct diagnosis of mental disorders. The basic 
form of learning activities are seminars, their theoretical part defines the feature 
used multimedia programs that are presented in a tabular format. These allocated 
electronic textbooks, extracts from case histories, the results of the 

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psychological examination of patients, teaching aids. In the practical part of the 
seminars used multimedia programs take advantage of the audiovisual 
information for presentation problem studied material. Students raise the 
problem and formulate cognitive tasks, and then using multimedia programs 
students demonstrated record video and clinic patients. During the sessions fixed 
proposals and solutions put forward by the students formulated problem. 
Demonstration on the screen using the multimedia projector solutions proposed 
by the students in the discussion. After the systematization of the sessions fixed 
proposals and solutions put forward by the students formulated problem. The 
introduction in the educational process of information technology allows gaming 
teaching methods for better absorption of the material. The department is 
introduced in the educational process of the current holding of the poll on 
"General Psychopathology" in the form of cyber-simulation games "Star Wars." 
The technique is designed for 25-30 minutes and used for further assessment of 
mastering the material covered on "Psychomotor disorder," "Disorders of the 
will and instincts" and "emotional distress". The methodology of the class "Star 
Wars": the teacher explains the rules of the game - on the planet Earth invaded 
by aliens and capture the students of this group of prisoners in order to clarify 
the data about the psychological abilities of the human body and possible 
deviations in the psyche of people. The teacher divides the group into two teams 
- "aliens" and "earthlings." Team "aliens" should be selected from all available 
audio-visual series of disorders related topic and submit them to the team, 
"Earthlings" who view the given material, divide it into groups according to the 
typology of disorders, the classification presented symptoms and syndromes. 
The results are displayed on a single screen using the multi screen 
presentation media for general conclusions. During each session devoted time to 
resolve case studies, which are conducted through the database of video and 
extracts from case histories on all the main themes of the course. In the early 
days the students demonstrated the video, which shows the conversation patient 
with the doctor records the behavior of the patient in the ward. Then provided an 
extract from the video, which shows the conversation patient with the doctor 
records the behavior of the patient in the ward. Then provided an extract from 
the history of the disease, which reflects the results of basic research methods. 
Students analyze the material obtained and conclude pathology. As the volume 
of the material studied, students demonstrate only the video necessary research 
methods chosen by the students, and then receive an extract from the history of 
the chosen method. On the basis of this conclusion is carried out the selection of 
treatments, and justify their choice compared with data from medical records. 
By the end of the course, students, under the supervision of the teacher and the 
doctor, carried out a survey of patients, prescribe appropriate methods of 
examination and treatment. Thus, using diagnostic skills formed multimedia 
basic symptoms and syndromes of mental disorders, differential diagnosis and 
staging primary diagnosis. Just by solving case studies, students learn to choose 

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the most rational methods of investigation for various mental disorders and to 
determine the necessary amount of therapeutic measures. 
The concept of "self-study" is multifaceted. On the one hand, independent 
work is regarded as a type of activity, stimulating activity, cognitive interest, 
and as an impetus to further enhance the skills and on the other hand - as a 
system of measures and pedagogical conditions providing independent activity 
of students in the classroom or during extracurricular time without direct 
supervision, but under the supervision of a teacher. [6] The main task of the 
teacher is to create conditions to ensure finding, learning and processing 
information received by the students for a limited time. In this regard, of