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FIELDS OF EDUCATIONAL AND METHODICAL WORK OPTIMIZATION IN HIGHER MEDICAL
EDUCATIONAL ESTABLISHMENTS
Rusina S.
Candidate of Medical Sciences, Associate Professor of the Department of Nervous Diseases, Psychiatry and Medical Psychology. of S.M. Savenko Higher educational institution of Ukraine "Bukovynian State Medical University",
Chernivtsi, Ukraine Nikoriak R.
Aspirant of the National Medical Academy of Postgraduate Education of Shupyk,
Kyiv, Ukraine
ABSTRACT
The article deals with the directions of optimization of educational process in medical institutions of education at clinical departments on improvement of the system of education through development of new approaches to submission of material and stimulation of independent work in order to increase the potential of students' educational literacy as a basis for the formation of professional competence of future medical professionals. Experience has shown that practical sessions during which clinical cases were discussed in the form of discussion using differentiated approaches to clinical diagnostic and treatment-and-prophylactic measures are effective, interesting, and appropriate in shaping clinical thinking.
Keywords: electronic resource, psychiatry, quality education, professional competence of future medical professionals.
Formulation of the problem. Higher education in Ukraine and its development are inseparably related to the intellectual, cultural, spiritual, social, economic development of society and of the state. Medical education has remained a priority area of every self-respecting state for many decades, cause quality health education means a healthy nation.
The modern information society and the increasing competition in the labor market take high requirements on the medical students professional training. For that reason, the introduction of the latest technologies in the educational process is a necessary and inevitable process to ensure the quality training of future healthcare professionals.
Analysis of recent research and publications. Since the beginning of the 21st century, society has witnessed an unequalled demand on higher education, including medical education. The number of students aspiring to become a doctor increases, new faculties and specialties are being opened. However, today in our country there are serious problems and difficulties, such as: creating equal conditions for access to higher education, ensuring the quality of knowledge, skills and acquisition of professional skills, promising profession and employment opportunities for young professionals, and further qualitative improvement of professional qualifications. Important in this context are the quality of the requirements (goals, standards and norms), the quality of resources (programs, human resources, the
contingent of entrants, logistics) and the quality of educational processes (educational and scientific activities, educational technologies) that directly provide specialists trainings [3, p.106]. The most successful option of higher education was the introduction in our country of the European educational process, the main principles of which are the continuity and systematic evaluation of student's educational activity, determining his achievements for all types of work in progress (lectures, practical classes, seminars, individual and self-study, patients microcuration, final modular control, training and work practice skills or other activities) related to the assessment. Such a system gives an objective student's academic achievements assessment, which in some way makes it impossible for the teacher to be subjective to the student and thus increases his motivation for acquiring professional knowledge and skills. An important component of the quality assurance system of specialists is a clear, well-thought-out control system that allows some timely adjustments of the educational process [2, p.293]. Essential elements of such a system are constant supervision by the teacher and self-control by the students, which promotes the development of their theoretical knowledge and, most importantly, practical skills to act effectively in the process of achieving the set goal and because of it to improve their professional skills [1, p.79].
Highlighting previously unresolved issues At the present stage of teaching subjects in higher medical
educational establishments, especially in the clinical departments, along with the classical method of teaching (work bed-side with a patient), the new effective methods of using information technologies in the teaching methods of psychiatry and addiction medicine and control of the level of students' knowledge play an important role.
Orientation to the reproductive skills formation, such as memorization and reproduction, under traditional training, changes to the development of skills of reconciliation, analysis, synthesis, assessment of communication discovery, planning, group interaction with the use of information and communication technologies. Accordingly, there was a need to improve the teaching methodology, namely - the changes affected the methods of classroom studies and the organization of individual work. Computer technologies enhance the role of active cognition and of distance learning. According to the modern educational process, the number of students' individual work in the education program of all disciplines has increased. Information and communication and distance learning technologies provide students with e-learning resources to individually develop program material. The introduction of distance learning technologies allows students to work with study materials at "any place" and at any time.
The purpose of the article - improvement of aspects of educational and methodological work in order to increase the potential of students' educational literacy as a basis for the formation of professional competence of future medical specialists.
Presenting main material. According to the psychiatry and narcology work education program for students of the 4th year students study organizational issues of psychiatric (taking into account child psychiatry) and addiction medicine services, such as -providing decentralized psychiatric and addiction medicine care to residents of villages and districts, cities and regional centers. Students learn the rules of outpatient and inpatient care for patients, planned, emergency or compulsory hospitalization in psychiatric hospitals (according to the Ministry of Health order on psychiatric care).
At the fall semester, the main focus stands on the study methods (clinical and psychopathological, experimental and psychological), general psychopathology, the ability to identify the symptoms and syndromes that are inherent in a particular mental processes of consciousness. At each practical class, all students are graded according to the five-point system required by the work curriculum.
Testing a student's academic achievement is considered to be the most effective mechanism for meeting such requirements for theoretical knowledge assessment. The widespread introduction of testing accelerates the self-reliance survey and enables each student to get an idea of their educational skills. The scores obtained in the end of each practical class are recorded in an electronic performance journal, which is accessible to students and their relatives who can see the success of their children. An important step in assessing a student's knowledge in the Department of Nervous Diseases, Psychiatry and Medical Psychology
(psychiatry course) are oral interviews, patients mi-crocuration under teachers' control, which enables students to form clinical thinking and assist them in adjusting of their practical skills. The University has been successful in recent years with an online resource (Moodle system) of teaching material that is accessible to every student and helps them better prepare themselves for the practical classes because the rating they receive directly affects the scholarship.
Those students who, due to different subjective circumstances, do not work individually at home in the distance learning system by preparation for practical classes and, accordingly, do not possess theoretical material, are rated "unsatisfactory". Such a student is directed for additional consultation and refinement of the topic. This, in our opinion, stimulates them in the further to more thorough study, because it is no secret that the professional competence of future doctors lies in the student environment. Each clinical discipline that is studied in theory should be supported by practical skills. Expanding and improving the modern training of psychiatrists who are capable of non-standard thinking, skills to analyze, systematize and summarize medical information obtained, capable of solving real practical problems, requires the use of non-standard methods, that are used in the learning process.
In order to develop practical skills, the education program provides for the curation of patients on a related topic at each practical class hour. Microcurations are conducted under the supervision of the teacher, taking into account the mental states in which the patients are. Mental disorders with disturbed consciousness are often dangerous for the medical stuff, including students. Therefore, the curation of psychiatric patients who are in psychomotor excitement for students is limited due to the impulsiveness, aggressiveness and unpredictability of the patients and requires a teacher' attendance during microcuration.
In the process of microcuration, students improve their deontological knowledge in communicating with patients, which will help them to apply they in professional future.
Along with new socio-economic, medical and psychological problems in the country, new diseases of the psychiatric registry are also emerging. Among the most common psychiatric disorders, a group of neurotic registry diseases, such as neurotic, stress-related and somatoform disorders, is taking effect. This was especially actually since 1995, related to the effect of psy-chogenic factors, such as forced labor migration of Ukrainians abroad and from 2014 due to hostilities in Eastern Ukraine. Contemporary Ukrainian psychiatry quickly adjusts to new challenges. Adaptation disorders, post-traumatic stress disorder, and neurotic disorders have become relevant. Socio-stress disorders are preclinical disorders that are widespread in the population, but only in a small percentage are recorded by medicine, since patients themselves are not always able to relate their physical and psychological discomfort to a mental illness that may be arisen through stress.
Mental addiction (alcohol, drugs, toxic and other) and Internet addiction (recognized as a disease of the age in 2008), especially among young people in recent
years, has gained an impressive amount. However, today there is no consensus on what constitutes an Internet addiction, as well as there are any of diagnostic criteria for ICD-10. Instead, the growing statistics of Internet users, people suffering from alcoholism, drug addiction are widely discussed by psychologists, sociologists, and pedagogues. Practical and theoretical psychiatry does not stand aside from this problem and, accordingly, this topic is introduced as the individual work for students.
Therefore, an important component of modern Ukrainian medical education is the provision of quality knowledge with the assurance of comprehensive and harmonious development of the future specialist personality.
At the spring semester, students study special (nosological) psychiatry according to a work education program in the discipline of Psychiatry and Addiction Medicine. In such practical classes, knowledge of the basics of general psychopathology, students work more individual with patients (only when given the consent of), which is a priority, conduct differential etiopatho-genetic and syndromic diagnosis with similar conditions and establish a preliminary clinical diagnosis and prescribe treatment (prescribe the recommended drugs). Our experience has shown that 4th year students are not always able to prescribe prescriptions correctly, so when studying special (nosological) psychiatry, the emphasis is on improving practical skills and the ability to provide immediate assistance with the mandatory prescription of prescribed medicines.
Today's students are the future practical doctors of medicine, so the main postulate for them is to learn how to think clinically. The requirements for the professional training of health care workers have also changed significantly, as employers to evaluate the quality of higher and secondary medical education, based on how the graduates use in practice the knowledge and skills that are acquired during training.
Therefore, the emphasis of training specialists in the field of medicine has shifted towards practical skills and their maximum adaptation to the existing conditions of future professional activity. The main idea of such approaches is to put theoretical knowledge into practice.
In our opinion, it is important and is in priority to train future specialists in their ability for not only to put their knowledge into practice, but also to further develop it, acquiring new information and using it in their work, when its needed.
Professional competence of future physicians lies in the student environment. Each clinical discipline that is studied in theory should be supported by practical skills. Expanding and improving the modern training of psychiatrists who are capable of non-standard thinking, skills to analyze, systematize and summarize medical information obtained, capable of solving real practical problems, requires the use of non-standard methods used in the learning process. Students' mastering of current scientific knowledge requires seeking to improve the effectiveness of the learning system. This becomes possible by improving the learning system by developing new areas of submission and encouraging students
to work individually. Our experience proves that the practical discussions that have been discussed with clinical cases in the form of discussions are effective, interesting and appropriate. This area of work encourages students to seek a non-standard solution and, accordingly, leads to a positive solution to the problem. Students take a better approach to learning as opposed to a total examination. They attend classes systematically, and also work actively in practical classes.
At the end of the class hour all the theoretical knowledge and practical tactics of students are reviewed by the teacher. Our experience shows that work with patients is interesting to students, they try to give psychological and psychotherapeutic recommendations to patients.
Such collaboration is beneficial for students as it forms clinical thinking, and also for patients, as they feel themselves concerned to others.
Conclusions and offers. Thus, to improve the effectiveness of teaching the subject of "Psychiatry and Addiction Medicine " in the 4th year at the level of modern requirements for higher medical education, it is necessary to constantly update and improve the database of tests, situational tasks of different level of complexity with their placement on the Internet, which will allow to increase the efficiency and to direct in the necessary direction the individual preparation of students, which plays an important role in the educational process based on the principles of the Bologna Declaration. Formed skills and abilities are necessary for carrying out syndromologic and differential diagnostics, selection of optimal psychopharmacotherapy using the protocols of the Ministry of Health for providing psychiatric help and psychotherapy for the treatment of patients with mental disorders. Thus, the implementation of the strategy of improving the quality of modern medical personnel training by introducing an effective system of organization of the educational process will be useful both for passing the student license exam "KROK-2" and for future medical care, harmonizing the national medical education to the requirements of the European Union.
Thus, active educational (acquisition of good knowledge with high rating), scientific (participation in student scientific circles, olympiads, in national and international conferences) and social activities (participation in sports, economic and theatrical life of the university) create a positive atmosphere of learning and encourage students to acquire professional skills (with the help of experienced teachers) while studying clinical disciplines.
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