BUSINESS GAME AS A METHOD OF AN ACTIVE EDUCATION FOR THE 6 th YEAR STUDENTS IN THE «INTERNAL MEDICINE» DISCIPLINE STUDY (REVIEW OF THE LITERATURE AND OWN EXPERIENCE)

Background. The article describes the methods of the 6 th year students active teaching in the medical university on the subject Internal diseases. Traditional lecturing used in teaching has the lowest retention rate; the use of games as part of an instruction method may enhance retention and reinforce learning by creating a dynamic educational environment. Aim.This study aims to systematically review the literature on educational business games medical students of the senior courses to identify trends and investigate assessment tools used to measure its learning outcomes. To develop and assess using method of business game own variant of educational tool for the 6th year students in the internal medicine discipline. Methods.Seven databases were used in the search: ERIC, Education Research Complete, Medline, Medline Complete, Academic Search Complete, The Cochrane Library and PubMed in period of 2007-2018. Using key words: business games, students, active teaching method, professional training, medicine. Results and discussion.Business game is a complex interactive technology, which allows based on the analysis of the simulated situation, to develop alternative solutions and projects based on a variety of interaction and cooperation between teachers and students, in conditions of different role interests, intellectual and emotional tension, competition and expert evaluation. The developed business game with 7-10 participants allows students to be involved in an atmosphere as close as possible to real medical practice, to form clinical thinking and increase responsibility before making decisions in various clinical situations, which significantly distinguishes this method of training and knowledge control from traditional ones. Business games cultivate personal qualities, accelerate the process of socialization, imitating situations that are real in future professions, develops the ability to search and work with information, allows you to significantly enhance the students creative abilities, promotes the experience exchange, develops the ability to team building, models the conditions of the professional environment, realizing the activity competence approach in training, allows activating the students cognitive activity, forming practical and professional skills of students. Therefore for the teacher this technology has practical sense because it helps them to carry out a purposeful choice of a corresponding training method or their combination for the decision of specific didactic problems. Conclusion. Gaming makes a positive impact on the teaching/learning process. However, existing assessment methodologies have been not fully captured the learning that may occur in these games. Robust research is needed to address the use of games that have been assessed objectively