The peculiarities of practical classes structure during the distance learning on morphology orientated departments

Nowadays, distance learning is a necessary measure under pandemic circumstances. Therefore, it is important to find mechanisms to improve its effectiveness, especially in the case of practical classes. Two equal groups of medical students (term 6) studied with different teaching approaches: control with classical one (material discussion followed by the practical skills implementation) and experimental with a changed indicated stages order. Three controls (pretest, intermediate test, and posttest) revealed differences. Our study showed that academic performance was independent of performed practical classes' structure. However, the critical discussion of low- and high-performing students' mistakes improved their understanding of nuances of the gross and slide samples, in other words, enhancement of the competencies implementation. Furthermore, data showed that exit control results and final grades depended more on the student's self-study.