FEATURES OF TEACHING THE SURGERY MODULE, TAKING INTO ACCOUNT STRAUSS-HOWE GENERAL THEORY

The article presents the basic approaches to the principles of teaching the module "Surgery" to students of medical faculties of IV and V courses of higher educational institutions from the standpoint of Strauss-Howe generation theory. Modern teaching should take into account the psychological characteristics of people born after 1996: the dependence on digital technology and the perception of information through short and vivid presentation. The modern student has very useful cognitive skills - a tremendous ability to multitasking. The specifics of their brains are high speed, excellent interactivity, the ability to play computer games quickly, and complete rejection of books. But multitasking has completely weakened two important things that underpin classic learning: attention span and long-term memory. The process of teaching such a practical discipline as surgery should be based on completely new approaches, different from those that were 10-20 years ago. The modern student will not be able to concentrate if the teaching material is unanimous for more than 10-15 minutes. The main way to motivate Generation Z is to provide information in a short period in which they will see the obvious practical benefit to themselves. For the modern student, more important is the short-term effective result, and the achievement of a long-term goal (successful delivery of the module) is less interesting for him. During the lecture or class, the teacher should constantly create the perfect balance between the time of presentation of information and its practical value. The submission of clinical information should be within 5-7 minutes and highlight the main points: passport data, surgical diagnosis, tactics and treatment in this case. During the practical training, the teacher should focus on the dialogue. It is necessary to clearly analyze the cognitive interests of each student and to develop special tasks, which should include modern communication methods and providing pedagogical support. The teacher must have a thorough knowledge of the information that can quickly indicate to the student how to solve the problem. This approach has a high intensity of learning, but the feedback is low (weak elements of discussion between teacher and student). It is most appropriate when conducting a student's independent classroom work in a clinical lecture. The teacher must take into account the social and psychological aspects of the life of Generation Z and create a flexible individualized teaching system that is completely different from the one taught. It will not always be convenient for the teacher, but will create a good communication link between him and the students, which will achieve the main goal of learning. Contemporary lectures should not provide as much information as the correct ways of obtaining them through digital technologies, and short multimedia presentation videos should be widely used in the course of the lecture, during which the lecturer should submit important aspects of the lecture material. It should be borne in mind that the visual way of obtaining information is the most natural for Generation Z. For effective independent work of students it is necessary to make full use of the tendency to socialization in social networks. Special technologies should be widely used to help organize the process of free communication and the exchange of views in which the teacher should act as a group moderator, a facilitator who establishes a relation-ship between students with minimal impact on ways to implement a solution that allows for high feedback.