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Список литературы
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2. Гильфанова Г.Г., Нурисламова Р.А. Отражение башкирской действительности в творчестве русских писателей XIX столетия // Учитель Башкортостана. - 2013. - № 3. - С. 41-44.
3. Федеральный государственный образовательный стандарт начального общего образования / М-во образования и науки Рос. Федерации. - М.: Просвещение, 2010. - 31 с.
UGC 378.73
Piddubna A.A.
ORCHID: 0000-0002-9143-9574 Candidate of medical sciences, Docent of Endocrinology, Allergology and Immunology Department, Higher State Medical Establishment «Bukovinian State Medical University»
Chernivtsi, Ukraine Honcharuk L.M.
Candidate of medical sciences, Docent of the Department of Internal Medicine, Higher State Medical Establishment «Bukovinian State Medical University»
Chernivtsi, Ukraine Palahniuk V. V. 4th year student,
Higher State Medical Establishment «Bukovinian State Medical University»
Chernivtsi, Ukraine Sokhatska H. Y. 4th year student,
Higher State Medical Establishment «Bukovinian State Medical University»
Chernivtsi, Ukraine
Makoviichuk K.Y.
3th year student,
Higher State Medical Establishment «Bukovinian State Medical University»
Chernivtsi, Ukraine DOI: 10.24412/2520-6990-2022-1124-11-13 FORMATION OF CREATIVE THINKING IN FUTURE DOCTORS IN TERMS OF EDUCATIONAL AND METHODOLOGICAL SUPPORT OF THE EDUCATIONAL PROCESS AS THE MOST IMPORTANT CONDITION FOR ITS EFFECTIVENESS
Abstract:
The most reliable way to acquire medical knowledge and acquire creative thinking in future doctors is an activity that simulates scientific work, independent solution of situational problems and discussion of problems that arise in various situations.
Key words: creative thinking, medical students, future doctors, self-improvement
Medical universities face the task of training highly qualified personnel who will be able to think creatively, solve many problems that will arise in the process of their activities. Successful study of medicine is determined by the interaction between students and teachers. This may be a dogmatic teaching that was widely used in the Middle Ages. It consists in studying and memorizing tests, in unquestioning trust in all statements of the teacher. This method of learning develops memory and the activities that are carried out according to the pattern. There is a second type of training: message, explanation, acquaintance, instruction, illustration, reproduction, etc. This requires students to understand, comprehend, memorize and apply knowledge - this is an illustrative type of learning. The creators of the new have always appeared, but dogmatic and illustrative teaching cannot massively develop a person's creative abilities. Recently, Western countries,
the leading countries of the world are moving to productive or creative learning, which is designed for the mass formation of creators of new knowledge. It is based on the idea that human thinking begins where a problem situation arises. Solving a problem situation is possible only by using new information, comparing it with already known, creating new connections, ideas, hypotheses and formulating conclusions, rules and, perhaps, the creation of scientific theory. In this type of learning, students and teachers are in the process of active interaction.
The use of traditional methods with elements of interactive teaching methods has also become widespread in the study of medicine. Given the current situation, individual teacher-student communication is currently extremely limited. This encourages the search for new forms of learning based on the use of traditional teaching methods (lectures, workshops, seminars, inde-
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PEDAGOGICAL SCIENCES / «ШЦУШШУМ-ЛШШаИ» 20222
pendent work of students) and innovative forms and interactive technologies using technical means. The introduction of interactive teaching methods allows you to change the object of study, turning it into a subject of study. Traditional education has already included electronic textbooks, electronic courses, and other electronic educational resources, ie today the possibilities of education have been expanded by accessing the World Wide Web. Therefore, a promising and productive direction in the educational process, in our opinion, is the use of blended learning technology (Blended Learning), which provides a new pedagogical approach - the integration of traditional and interactive learning. When using this approach, the main thing is the co-creation of the teacher and students, as well as students among themselves. This course of events effectively contributes to the formation of skills and abilities, creating an atmosphere of cooperation, functional interaction. Thus, the use of interactive strategy changes the role and functions of the teacher - he ceases to be a central figure and only regulates the learning process, deals with its overall organization, determines the general direction (prepares the necessary tasks, formulates questions for group discussion, controls time and order tasks, provides advice, helps in case of serious difficulties). As for students, it gives the opportunity to update the knowledge, experience of all participants, to share it. This approach allows you to intensify the learning process, facilitates the assimilation of material, makes this process conscious, more interesting and more effective and efficient. Interactive learning involves: modeling life situations; solving creative tasks; joint problem solving, etc. Therefore, the main task is to optimize the workload during the sessions through the effective organization of independent work and its quality training and methodological support. In order to address the issue of improving the quality of education for students, teachers of the departments use the following interactive forms with the use of technical means (computers, interactive whiteboards, projectors, etc.): holding "round tables"; debates; video conferencing; focus groups; "brain storm"; business and role-playing games; use of case technologies; method of analysis of specific, practical situations (case study); video-on-demand method, trainings, educational group discussions; which are described in detail in the literature. These methods are an intermediate link between the theory and practice of the specialist. Independent work of a medical student provides a wide field of choice in the educational activities of the student with some help from the teacher, which has a guiding and directional nature. We use interrelated forms of organization of independent work of students. Classroom - is conducted under the direct guidance and control of the teacher in practical classes. Extracurricular - involves the implementation of specific tasks using the necessary teaching materials and information support. The training of medical students is primarily based on the principles of providing methodological and informational organization of the educational process with elements of independent work. Accumulated a certain amount of educational sources in electronic form, namely: electronic versions of modern domestic and foreign textbooks,
manuals, monographs. To successfully master medical disciplines, teachers have developed educational and methodological support for independent work of students, which includes: a work program that clearly defines the scope and content of classroom and extracurricular educational work; electronic versions and printed copies of methodical recommendations for conducting practical classes, methodical recommendations for classroom and extracurricular independent work, textbooks, workbooks, collections of situational and test tasks; training and control computer programs; lecture notes; multimedia presentations of lectures, videos on the technological process of manufacturing drugs, etc. Methodical and instructive materials for independent work of a medical student provide for the possibility of self-control over the level of understanding and mastering of educational material. Also on the website of the department, students have the opportunity to get acquainted with the calendar-thematic plans of lectures and practical classes, independent work of students, lecture notes, multimedia lecture presentations, database of test tasks for KROK-1 and KROK-2. One of the important links in higher education is the professional orientation at all stages of training a health worker, especially during the training of fundamental disciplines. One such material is a workbook. The content of the workbook directs the student to master the topic independently with the help of instructions contained in the workbook. According to the curriculum, a certain part of the study time is devoted to mastering practical skills in practical classes. Therefore, the workbook becomes almost the main educational document of students, which consists of organizational and informational, practical and control units. The organizational and information block contains recommendations for working with the journal, examples of solving problems, etc. The control unit consists of questions for independent study of the topic, tests and individual tasks and is designed to determine the level of students' learning material. The student's workbook is an element of the educational and methodological complex and provides work in the system with textbooks, manuals, reference notes, develops skills in working with information, provides an opportunity to learn techniques for self-evaluation of their own learning outcomes. Thus, the workbook can be considered a central element of the educational and methodological complex of practice-oriented disciplines.
Conclusions. Thus, educational and methodological and didactic support aimed at improving the quality of education, enhancing cognitive activity of students and training of future highly professional doctors can be provided with new pedagogical technologies that would fit into the traditional system of education and contribute to quality training. We agree with the opinion of scientists that the use of Blended Learning technology stimulates cognitive activity and independence of students.
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Antoniv A.A., Kotsyubiychuk Z. Yа., Banul B.Yu., Garvasyuk O. V.
Bukovynian State Medical University
IMPLEMENTATION OF MODERN TEACHING TECHNOLOGIES TO IMPROVE ORGANIZATION AND QUALITY OF EDUCATION IN MEDICAL INSTITUTIONS
Антотв А. А., Коцюбшчук З.Я., Банул Б.Ю., Гарвасюк О.В.,
Буковинський державний медичний унгверситет
ВПРОВАДЖЕННЯ СУЧАСНИХ ТЕХНОЛОГ1Й ВИКЛАДАННЯ ДЛЯ ПОКРАЩЕННЯ ОРГАНВАЦП ТА ЯКОСТ1 НАВЧАННЯ В МЕДИЧНИХ ЗАКЛАДАХ ОСВ1ТИ
Анотацш.
Ятсна тдготовка квал1ф1кованих спец1ал1ст1в потребуе творчого тдходу викладач1в медичнихунгве-рситетгв до вибору зм1сту, форм, методгв та засоб1в навчання, максимального використання досягнень сучасно'1 педагог1чно'1 науки та нових педагоггчних технологт. Ниш розроблено велику кшьюсть технологт навчання, що спонукае до теоретичного узагальнення, анализу, класиф1жци та вибору оптимальних. Процес використання традицтних i впровадження нових (тновацшних) технологш навчання протгкае стихшно, що обумовлюе актуальтсть даноi теми.
Summary:
Qualitative training of qualified specialists requires a creative approach of medical university teachers to the choice of content, forms, methods and means of teaching, maximum use of the achievements of modern pedagogical science and new pedagogical technologies. Currently, a large number of learning technologies have been developed, which encourages theoretical generalization, analysis, classification and selection of optimal ones. The process of using traditional and introducing new (innovative) learning technologies proceeds spontaneously, which determines the relevance of this topic.
Ключовi слова: сучасш технологи, професшна тдготовка, студенти Key words: modern technologies, professional training, students
Introduction.
Modern life is developing at a much faster pace, as a result of which the system of vocational education must develop and change. A new system of education is being formed in Ukraine, which is focused on
entering the world educational space, accompanied by significant changes in pedagogical theory and practice of the educational process. This leads to the emergence of educational innovations that are designed to change the educational process. Therefore, the teacher, even
