UDC 378.1.096:616

The introduction of innovative teaching technologies in higher medical education contributes to its intensification, effective implementation of the acquired knowledge into practice, formation of clinical thinking, and development of practical skills and abilities. It is ensured by the joint work of the student, who is at the centre of the educational process, and an experienced teacher who uses innovative methods. The study aimed to analyse the use of innovative methods in clinical departments of higher education institutions. The analytical method of literature data and the comparative method of comparing with one's own clinical and teaching experience were used. Game methods have become essential nowadays in the context of distance or blended learning. The advantage of a clinical game is the expansion of knowledge and experience of participants who learn to interact, make quick and correct decisions, evaluate their effectiveness and consequences, and have the opportunity to correct mistakes. The teacher can change the context, tasks, logistics of instrumental and laboratory examinations, and management tactics. The effective work of the teacher, the skilful use of innovative technologies, and the quality of the presentation of the material affect the student's interest in learning. Evaluating student mistakes that do not harm the patient or worsen their condition is important. There are games with a change of context, examination results, sudden development of an emergency, and a game with incomplete data that the participant has to model. The clinical game can be adapted for both classroom and distance learning; it can be based on data from real patients. Thus, innovative technologies of the educational process, including simulation ones, promote active independent learning, the development of practical skills and abilities, and the formation of clinical thinking. The clinical game is a creative method of teaching that expands the knowledge and experience of participants, has an educational function, brings them closer to future practical work and can be used in various forms of education.

In recent decades, the role of hydrogen sulfide (H2S), a gas mediator and signaling agent, has been studied in the regulation of intercellular signaling and intracellular signal transduction pathways with various physiological and pathophysiological effects in cells and tissues. These cellular pathways are responsible for changes in metabolism, epigenetic, and cellular behavior. There are enzymatic and non-enzymatic pathways of endogenous hydrogen sulfide biosynthesis. Numerous studies have shown the diverse effects of H2S on the physiological processes of neurotransmission in the brain, vascular smooth muscle relaxation in synergy with nitric oxide (NO), apoptosis, autophagy, angiogenesis, aging, inflammation, redox system, manifestations of oxidative stress, protein, as well as bioenergetic effects and systemic bioregulatory effects, including ANS. Recently, it was shown that H2S signaling is often dysregulated in different dysfunctions. The effect of H2S on insulin secretion and protection of the heart, kidneys, and brain from ischemic damage, and hypoxia is known. The availability of H2S as a bioregulator has led to changes in cytoprotection, scavenger’s function, and antiinflammatory activities in the digestive system, as well as it could be a molecular target for the creating new safe hybrid compounds, esp., H2S-realized nonsteroidal anti-inflammatory drugs. Our recent research has shown a cytoprotective effect on the mucous membrane of the esophagus and stomach. Thiosulfate sulfurtransferase (TST, EC 2.8.1.1)-derived H2S plays an important role in maintaining redox balance but its effects on mesenteric integrity in aspects of age-related changes and during stress response or high-carbohydrate diet are still limited.