Про деякі сучасні педагогічні методи при підготовці студентів-медиків

V.G. SAVELYEV; Y.Y.  RYABOKON; E.A. FURYK; T.E. ONISCHENKO; N.S. USHENINA; D.A. ZADIRAKA; A.G. GLAKTIONOV

Authors

V.G. SAVELYEV Associate Professor, Department of Infectious Diseases, ZSMU, Zaporizhzhya, Ukraine
Y.Y. RYABOKON MD, Associate Professor, Department of Children’s Infectious Diseases, ZSMU, Zaporizhzhya, Ukraine
E.A. FURYK Ph.D., Associate Professor, Department of Infectious Diseases, ZSMU, Zaporizhzhya, Ukraine
T.E. ONISCHENKO Ph.D., Associate Professor, Department of Infectious Diseases, ZSMU, Zaporizhzhya, Ukraine
N.S. USHENINA Ph.D., Associate Professor, department of Children’s Infectious Diseases, ZGMU, Zaporizhzhya, Ukraine
D.A. ZADIRAKA Ph.D., Associate Professor, Department of Infectious Diseases, ZSMU, Zaporizhzhya, Ukraine
A.G. GLAKTIONOV Ph.D., Assistant Professor, Department of Infectious Diseases, ZSMU, Zaporizhzhya, Ukraine

Keywords:

training of medical students, pedagogical methods, critical thinking

Abstract

The article provides a brief description of some modern pedagogical technologies that contribute to the optimization of the educational process and the development of critical thinking. In pedagogy, there is a range of different technologies from the most simple, to modern, distant ones. An individual approach to the future specialist, his involvement into creative activities and, most importantly, training in systematic and critical thinking are the best pedagogical technologies for the development of a modern physician. One of the most powerful methods in preparing the future physician is problem-oriented learning, which allows mastering the material through awareness and understanding of real clinical cases on the example of Virtual Patients, which leads to the conscious formation of self-organization skills, self-learning and self-control, increases the level of attitude towards the acquisition of professional knowledge and skills. However, a promising approach to be implemeted into medical education is the modern methodology of the МООС (Massive open online course), which requires further research and improvement.

References

1. Erugina M. V. Innovatsionnyie tehnologii v obrazovatelnom protsesse / M. V. Erugina// BMIK. - 2013. - #10. http://cyberleninka.ru/article/n/innovatsionnyetehnologii-v-obrazovatelnom-protsesse

2. Petkova Yu.R. Istoriya razvitiya distantsionnogo obrazovaniya. Polozhitelnyie i otritsatelnyie storonyi MOOS / Yu.R. Petkova // Uspehi sovremennogo estestvoznaniya. - # 3. – 2015. – S. 199- 204.

3. Agapov, I. G. Uchimsya produktivno myislit / I. G. Agapov // Bibliotechka zhurnala «Vestnik obrazovaniya». - 2001. - # 2. - 50 s.

4. Baydenko V. I. Bolonskiy protsess: strukturnaya reforma vyisshego obrazovaniya Evropyi / V. I. Baydenko. – M.: Issledovatelskiy tsentr problem kachestva podgotovki spetsialistov, 2002.

5. Shamova T. I. Upravlenie obrazovatelnyim protsessom v adaptivnoy shkole / T. I. Shamova, T. M. Davyidenko. – M.: Tsentr «Pedagogicheskiy poisk», 2001. – 384 s.

6. Klarin M. V. Innovatsii v mirovoy pedagogike: obuchenie na osnove issledovaniya, igryi i diskussii / Klarin M. V. – Riga: NPTs «Eksperiment», 1995. – 176 s.

7. Fridman Ya. M. Problemnaya organizatsiya uchebnogo protsessa / Ya. M. Fridman, V. I. Mahu. – M., 2003.

8. M. G Realizatsiya problemno orientirovannogo i proektno-organizatsionnogo obucheniya v veduchih universiteteh mira / M. G. Mitin, N. Yu. Vyuzhanina // Izvestiya altayskogo gosudarstvennogo universiteta. - 2013. – # 2 (78). – S. 29-32.

9. The process of problem-based learning: What works and why / Schmidt, G. Henk, Rotgans [et al.] // Medical Education 2011. - Vol. 45 (8). P. 792–806. doi:10.1111/j.1365-2923.2011.04035.

10. Erzhanova A. E. Problemno-orientirovannoe obuchenie v meditsinskom obrazovanii / A. E. Erzhanova // http://www.rusnauka.com/22_NNP_2011/ Medecine/13_90898.doc.htm

11. Iskrenko E. V. Problemno-orientirovannoe obuchenie: osobennosti metodiki prepodavaniya v Velikobritanii / E. V. Iskrenko, T. A. Polton // Nauchnyie vedomosti. – 2008. - # 10. – S. 214-218.