Ўзбекистон республикаси олий ва ўрта махсус таълим вазирлиги ўзбекистон республикаси соғЛИҚНИ

Литература:
1. Амиров А.Ф. Кейс-метод в подготовке специалистов сестринского 
дела [Текст] / А.Ф. Амиров, И.С. Балякова, Е.А. Яковлева. - Уфа: 
БГМУ, 2008. - 26 с. 

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2. Ситуационный анализ, или Анатомия кейс-метода [Текст] / 
Ю. Сур-мин, А. Сидоренко, В. Лобода [и др.]. - М.: Издательство: 
Центр инноваций и развития, 2002. - 286 с. 
3. Современные образовательные технологии: учебное пособие 
[Текст] / кол. авторов; под ред. Н.В. Бордовской. - М.: КНОРУС, 
2010. - 432 с. 
 
ROLE-PLAYING GAMES ARE USED IN THE TEACHING NORM 
AND PATHOLOGY OF THE BLOOD SYSTEM IN THE SUBJECT 
PROPAEDEUTICS CHILDHOOD DISEASES 
 
Grunina O. S., 
Tashkent city, the Tashkent Pediatric Medical Institute, 
[e-mail] 
 
Relevance: the student digests practical skills in 4 stages: I. The 
unconscious incompetence: "Know" - the theoretical basis of skill. II. The 
conscious incompetence: "Know how" – skill is done with the help of a 
teacher. III. The unconscious competence: "Show how" - the student has ability 
(It possesses the ability to make a teacher's supervision). IV. The conscious 
competence: "Doing" - the ability to bring to automatism, on the basis of 
repeated training.
In the American pedagogy considered: participant role-playing game has a 
ready-made words, there is a certain scenario, the final outcome is known. J. 
Huizinga in his famous work «Homo Ludens in the shadow of tomorrow" 
(Wiley, 1992) gives a definition: "The game is a voluntary action or activity, it 
was committed within the boundaries established by the place and time for 
voluntarily accepted but absolutely binding rules with a view to enclosed in 
itself. It is accompanied by a sense of tension and joy and consciousness of 
"being different" than the "everyday life "(P. 41).
The e-learning practical techniques are implemented in the form of 
simulation and gaming or virtual worlds (Aldrich, 2005; Quinn, 2005).
"The success of complex video games demonstrates that games can teach 
higher-order thinking skills such as strategic thinking, interpretative analysis, 
problem solving, development and implementation of the plan and adaptation to 
rapidly changing circumstances" (Federation of American Scientists, 2005).
Virtual patients - a key model information and game-based learning in 
medical education (Ellaway, 2007), which takes many different forms, for 
example, artificial patients (usually a computer simulation of human physiology 
- see http: //en.wikipedia org / wiki /. Virtual Physiological Human), these 
patients are reproduced on the basis of their data (electronic medical records, the 
EHR), physical simulations (models and mannequins), simulated patients (actors 

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and role-playing) and electronic clinical cases and scenarios. The latter form 
plays the most important role for e-learning in medicine, being an interactive 
computer simulation of the real clinical scenarios created for the purpose of 
medical training, education, or evaluation (Ellaway, Candler et al., 2006).
The student can act in different roles: physician or other employee of the 
medical team, the patient, and observer. In addition, students can simulate the 
patients themselves or use a pre-existing patient data. They can work 
individually or together, consider the index case or critically evaluate wrong 
actions as a result of such training: execution of the decision-making skills, the 
acquisition of new knowledge and assessment of knowledge.