Zviaholska I. M.

MEDICAL EDUCATION

Scentific article

The present day tendencies in the development of the world economy and labor market demands require intensive development of subject-subjective relations between the participants of educational process, which is possible only providing practical implementation of the subject-activity educational paradigm. Therefore, the previously established model of professional medical education requires significant changes in the pedagogical theory and practice of teaching educational process, which includes a complex of contemporaryIn this regard, the transformation of teacher’s superposition and subordinate student’s personality into equal participants of the educational process, partners in cooperation is the modern approach for solution of the main present-day task of the higher education. Such approach provides not only teaching and educational aspects, but also develops such qualities as mobility, dynamism, constructiveness in students; it actualizes and stimulates the general and professional development of the student, provides conditions for personal effective competences and self-actualization improvement at present and in future. Personalization and communication are the effective approaches for implementation of the pedagogical interaction process, which require personal experience of the teacher. The effectiveness of pedagogical interaction considerably depends on the teacher’s ability to be reflective, as well as the creation of communicative situations in the educational process. The basic principles of the structural formation for the modern model of professional medical education, the stages of competence creation of a medical student and the content of new curricula in discipline were considered while establishing the educational environment at the Department of Microbiology, Virology and Immunology. Under these conditions, the “adapting” process of students’ educational activities is being implemented, considering the real circumstances while mastering practical skills and abilities on the basis of theoretical training on the discipline “Microbiology, Virology and Immunology”, which is one of the leading in the system of preclinical training of future specialists. Cooperation of teacher and students is improved by participation of other subdivisions of the department educational environment, which enables to transform the educational situation into student’s personal development situation. In this regard, the studied subject is a means of professional and personal development, and situation solution makes it possible to acquire personal experience and corresponding types of professional competence. Such training conditions provide the self-realization and self-management process at the department. Therefore, the interactive method of small groups is widely being implemented in the higher medical education nowadays. The first 2-3 classroom studies with scheduled groups are important for successful implementation of pedagogical interaction, when the teacher cooperates with each group and defined subgroups considering the level of students’ knowledge and their personal qualities. As an experienced facilitator, teacher enters into a kind of symbiosis with the students of the group during the whole period of educational process at the department. The cooperation with the students, development dynamics and its successful completion, formation of the active student’s position in educational process depend on the skills of teacher-facilitator. This will provide experience formation of integrated vision in professional activity, solving new problems and tasks. In these conditions, the teacher uses various forms of educational activity as a means of developing the students’ competences and optimally combines them depending on the group and the stage of the educational process. The dominant component of the modernized educational process for the future medical specialists should be the correlative dependence on individual self-training on each specific topic, which includes confidential conditions of the subject-subjective partnership (consultations, free access to the information base of the department, the use of guidance paper materials as well as e-resourses, compiling the algorithm for certain practical problems solving, analysis of the latest data on the topic). The independent work of students on topics, which are not studied during practical classes is organized in the same way. In this regard, the question on development and implementation of various models of independent educational activities at the department, including the traditions of results presentation, provision of modern practical methodological materials, creating the competition atmosphere, tutoring, supporting students at a high and coordinated level of teachers’ exactingness and competence has arisen. Formation of professional and personal qualities of students progressively increases while using the complex of control measures, that take into account not only the acquired knowledge, but also their depth and breadth, understanding, scientificity, consistency, systematicity, efficiency, the combination of theoretical questions with the ability to reproduce them when performing practical tasks, evaluation of practical skills and abilities in real situation. Thus, mastering modern pedagogical technologies and their implementation to the educational environment of the department makes it possible to improve the partner cooperation between the teacher and student, provides formation of key competencies in discipline, and consequently, the positive dynamics of their professional and personal qualities, and effective formation of their professional thinking.

educational environment, educational process, competency based approach, competences, pedagogical interaction, interactive methods

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«Bulletin of problems biology and medicine» Issue 4 Part 3 (141), 2017 year, 250-254 pages, index UDK 378.6.09:60:575 (477.53)

10.29254/2077–4214–2017–4–3–141–250-254