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МЕДИЦИНСКОЕ И ФАРМАЦЕВТИЧЕСКОЕ ОБРАЗОВАНИЕ
© КОЛЛЕКТИВ АВТОРОВ, 2017
UDC: 616-08-067.69.44-062.77.436.068
S. Kh. Lapasov, L. R. Khakimova, M. Kh. Ablakulova, Z. Kh. Lapasova
MODULE SYSTEM OF EDUCATION IN THE TEACHING PROCESS OF MEDICAL STUDENTS
Samarkand state medical institute (Samarkand, Republic of Uzbekistan)
The authors of the article make the conclusion, that today they are witnessing the implementation of the strategic program for the development of our institute on the initiative and leadership of the rector A. M. Shamsiev, aimed at radically improving the quality of education in the Samarkand Medical Institute and training competitive doctors in the labor market. As a result, the analysis of strengthening the mobility of educational opportunities is built on a conceptual and methodological level and involves an initial comprehension of the essence of education and its social functions, and then the formulation of a number of practical recommendations aimed at optimizing the mobility potential of education in modern society.
Key words: education, quality, methodological approaches, medical institute, academic mobility
Education is an important area of society, determining its functioning and development, as well as the sphere of the necessary socio-historical practice of mankind. Acting as a social institution, education ensures the fulfillment of its main task - the reproduction of sociality. Modern society is characterized by the complexity of its structure and the variety of social relations, therefore education is entrusted with the role of ensuring the reproduction of the whole variety of social phenomena and processes. It permeates and concentrates around itself all spheres of public life, and also determines the perspectives and the main directions of the development of society [7, 10].
Along with this, modern society is experiencing an era of profound changes in all its structures - socio-economic, political and cultural. These changes are associated with the emergence of a special sphere of social life - the information sphere [1, 3]. In relation to a society based on the production, processing and use of information, various concepts are used in the scientific literature, among which the most frequently used are the «information society» and the «knowledge society». In such a society, a special role is assigned to education and science as spheres that ensure its life and competitiveness, and knowledge and information become the leading social resources. In connection with these socio-cultural transformations, the social structure of society also changes, the potential of education as a factor in ensuring social mobility of a person is increased [2, 9].
Innovative culture as a social, economic and political phenomenon was used in 1995 in the Green Paper on Innovations issued by the European Union. The innovative culture was defined as a key direction of innovation activity there. For a number of reasons, not all countries were able to fully implement this task, which did
not delay to affect their innovative development [2, 8].
One of the conditions for the development of an innovative culture and the realization of its tasks is the organization of this process. Thus, it becomes actual and necessary to institutionalize the innovation culture, i.e, the transformation of its active manifestations into an organized institution, into a formalized orderly process with a specific relationship structure, discipline, rules of conduct, infrastructure, etc. Hence it is needed to support these institutions. At the same time, the indicators of institutionalization will be the effectiveness of the activities of institutions, the orientation toward common meaning-building values, the correspondence of goals and results [1, 2].
Thus, an innovative culture is actually a global transcultural phenomenon, both in terms of functions in the general cultural process, and in the consequences for different social groups, regional and state entities. This creates favorable prerequisites for the diffusion of elements of innovation culture into other types of it. The study of the current state of the Institute of Education and its social functions is quite complex and mul-tifaceted.
The following aims contribute to the achievement of this goal: establishing the place of education in the system of social mobility factors; analysis of the essence of education as a factor in ensuring the student's social mobility; the description of the objective and subjective factors that ensure the student's social mobility, conditioned by education; the identification of a set of theoretical and practical conditions for increasing the mobility of education in modern society.
The society and the state are faced with a fundamentally new task - the creation of an education industry. In Uzbekistan, since the first
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steps of independence, a policy has been consistently implemented to reform the education sector as a key link, the course of reforms and the renewal of society, as a necessary and indispensable condition for democratic reforms in the country, sustainable economic development, and integration of the republic into the world community.
The adoption of two new state documents - "The Law on Education" and "The National Program for Personnel Training" - was a major milestone in the process of reforming the education system in Uzbekistan.
The Law of the Republic of Uzbekistan "On Education" reads: "Education is proclaimed a priority in the sphere of social development of the Republic of Uzbekistan. The main principles of state policy in the field of education are: the humanistic, democratic nature of education and upbringing; continuity and continuity of education; compulsory general secondary education, as well as secondary specialized vocational education; voluntary choice of the direction of secondary specialized vocational education: academic lyceum or professional college; secular character of the education system; the general availability of education within the limits of state educational standards; unity and differentiation of the approach to the choice of training programs; promotion of education and talent; a combination of state and public management in the education system".
The purpose of the National Program for the Staff Training was the formation in society of a harmoniously developed young generation, self-thinking individuals, ready for a conscious and free choice of their own life path, whose qualifications and high professionalism are created in society "explosive effect ", will lead to its accelerated progress.
In the educational system of Uzbekistan, dramatic changes took place in the past years. Education is declared a priority in the policy of our state. The literacy rate in the country is one of the highest in the world - 99,34%. More than 45% of the population is children and adolescents under the age of 18. Cooperation and partnership in the country, as well as interstate cooperation and partnership are continuing. Within the framework of the Asian Development Bank, a number of projects have been implemented, including 85 resource centers for the organization of distance education. Improving the quality of education, improving mutual understanding between different peoples and cultures, educating a new generation prepared for life and work in the international information community is the goal of devel-
oping academic mobility programs.
In pursuance of the Law of the Republic of Uzbekistan "On the National Program for the Staff Training" with the aim of integrating and aligning the curricula and programs of our country with the developed countries of the world, we studied and analyzed the curricula and programs of more than 600 medical universities from 50 countries according to the International Medical Development Organization Education FAIMER (http//imed.faimer.org). At the same time, the identity of the studied subjects is established, however, the number of teaching hours we have more than 1,5 times higher, in all listed medical universities the educational process is organized according to the credit and modular system, the training period is 6 years and after graduation they get a doctorate Medicine (MD), i.e. the diploma of the doctor.
In the Samarkand State Medical Institute (SamMI), academic mobility provides an opportunity for students, graduate students and young scientists to continue their education or acquire scientific experience abroad by participating in a short-term educational or research program. Thus, at present, academic exchanges in accordance with agreements between SamMI and partner universities from Italy, Belgium, Portugal, the Czech Republic, Slovakia, Bulgaria, the Russian Federation, Ukraine, the Republic of Kazakhstan and others are being implemented at our institute.
Organization of admission and training of foreign students is carried out by the Department of International Academic Mobility, which is the structural subdivision of the Samarkand Medical Institute (the Department of International Relations), which solves the following tasks: forming an information base on funds for programs, grants for supporting academic mobility; development and implementation of academic mobility programs (information, selection of candidates, support in the preparation of documents); the implementation of student mobility programs (communication with faculties, coordination with the deans, preparation of candidates, assistance in preparing documents).
The most important component of the educational process in our university is the innovative activity of the teacher in modern education. The innovative activity of teachers has its own peculiarity. It presupposes a certain degree of freedom of action for the relevant actors. Due to the specifics of the innovative, prospecting work, it is carried out very often outside the existing experience and only partially can be regu-
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lated and controlled by existing institutions. Therefore, it is necessary to trust the researcher, innovator, believing that in the process of free searching for truth, new solutions and ways of realization, the tasks facing the society, he will not take actions that could further damage the interests of society. Consequently, the freedom of creativity must be associated with the highest personal responsibility of the subject of innovative search.
The need for an innovative orientation of pedagogical activity in the current conditions of the development of society, culture and education is determined by a number of circumstances: social and economic transformations taking place in Uzbekistan, which necessitated a radical renewal of the educational system, methodology and technology of the organization of the educational process in educational institutions of various types. The innovative orientation of the activities of teachers is a means of updating educational policy; strengthening of the humanitariza-tion of the content of education, the continuous change in the volume, the composition of the academic disciplines; the introduction of new academic subjects that require a constant search for new organizational forms, teaching technologies. In this situation, the role and authority of pedagogical knowledge in the teacher's environment significantly increases, the tasks of increasing the professional skills of teachers are actualized; changing the nature of the relationship of teachers to the very fact of mastering and applying pedagogical innovations. In the conditions of strict regulation of the content of the educational process, the teacher was limited not only in the independent choice of new programs, textbooks, but also in the use of new methods and methods of pedagogical activity.
Now innovative activity in education acquires an elective, research character. That is why the analysis and evaluation of pedagogical innovations introduced by teachers, the creation of the necessary conditions for their successful development and application, becomes an important direction in the activity of the heads of pedagogical collectives, methodological services of educational institutions; the entry of educational institutions into market relations, which form the real situation of their competitiveness.
Innovative processes are based on such educational technologies and techniques as: application of modern information technologies; application of the principle of integration of the content of education; developing training; differentiated training; project training; problem train-
ing; programmed learning; modular training.
With a credit - module system for organizing the educational process, each discipline is structured into modules. The module is an independent, logically completed part of the educational program, is responsible for the formation of a certain competence or group of related competencies. In each module there are semantic modules, consisting of several specific themes. At the same time, each topic has its price in the rating points in the current control, which forces the student to prepare for each lesson and receive the corresponding points, i.e. the student is compelled to be engaged constantly. The study of each module is completed by the final modular control. The credit - module system of organization of the educational process greatly facilitates the integration of disciplines, both vertically and horizontally in the educational program.
The advantage of introducing a credit-modular system for organizing the educational process: improves the quality of higher education for the training of highly qualified specialists; Allows objectively to evaluate students' knowledge; provides competitiveness of graduates and prestige of higher education of Uzbekistan in the world educational space; facilitates the mobility of students in the learning process and the flexibility of training specialists, taking into account the rapidly changing requirements of the national and international labor markets; Stimulates the participants of the educational process to achieve high quality of higher education; provides the student with the opportunity to obtain professional qualifications in accordance with the labor market; does not lead to a reduction in staffing and does not require additional financial resources.
From the spring semester of 2013 - 2014 academic year at the institute (according to the recommendations of the rector A.M. Shamsiev), lessons began to be conducted using the "one day" method. In order to improve the development of practical skills, students will continue to surrender the matrix of practical skills during this semester. The "one day" method assumes lessons of students during the day only at one department. Preparation for the day before and during the day in one subject contributes to better learning by the students of educational material; the quality of education is increased. The study hours for the "single day" are distributed as follows: the first 3 academic pairs of practical lessons, 4 pairs - lectures. The first academic pairs - 8:30-10:05; break - 10:05-10:20; the second academic pairs - 10:20-11:55; break - 11:5512:30; the third academic pairs - 12:30-14:05;
Медицинское и фармацевтическое образование
break - 14:05-14:20; the fourth academic pairs -14:20-15:55.
Practical lessons in each group of students during the school day (6 academic hours) are conducted at the department according to the following scheme: practical work - 3 academic hours; Seminar discussion of practical training topics - 2 academic hours; control of students' knowledge - 1 academic hour.
Lectures for students are read on 4 academic pairs. On the eve of the lecture the students get acquainted with the materials of the lecture and their presentation at Intra-net.sammi.uz and moodle.sammi.uz during the independent work at the department, which makes it possible to increase the level of mastering the lecture material and to be able to clarify the incomprehensible moments. During the lecture the teacher explains and interprets the material, provides the latest information on the topic of lectures from the electronic education system intranet.sammi.uz and moodle.sammi.uz, demonstrates the patients, answers the students' questions.
Implementation of practical work in accordance with the theme of the lesson and methodological recommendations: the work is carried out individually under the supervision of the teacher; Quality of performance of biological, biochemical, morphological and other researches is provided. Registration of the protocol (according to the form developed by the department): the conformity of the conclusions of the executed experience; the proper quality and completeness of the description and design of the study. Students conduct laboratory studies, experiments, study micro- and macro preparations, prescribe medications, master practical skills, work in the Intranet.sammi.uz network and moodle.sammi.uz according to the topic that are considered on this day. The teacher provides advice to students in the implementation of the practical part of the session and the design of the protocol. At the end of the practical lesson, the student submits the protocol to the teacher for examination.
The teacher advises students, supervises their work, and takes practical skills that the student performs during the practical part of the lesson. When preparing faculty materials for the preparation of students for practical classes, the teachers must provide links to their own resources in intranet.sammi.uz and moo-dle.sammi.uz: materials for the preparation for practical classes, materials for preparation for lectures, presentations of lectures, video materials on the topic.
The teacher himself can sharpen the students' attention on important issues of the topic. Students can make abstracts, presentations, presentations, the topics of which the teacher handed out in the previous lesson. Teachers during the seminar part of the class carry out the training of students through the subsequent analysis of tests. For each topic is held at the last academic hour of each practical lesson, and based on the application of standardized methods from the electronic database moodle.sammi.uz: testing, use of situational tasks, mastering practical skills and they should be evaluated separately for each of them.
For daily monitoring of the student's theoretical knowledge, testing is conducted with the use of 10 or 20 questions. To control the assimilation of the student's skills on the topic, they solve situational problems (for each topic up to 10-20 situational tasks). To fulfill the practical skill of the student on this topic, a list of 10 practical skills is offered. Then the average score for the current module control is calculated. The introduction of a "single day" assumes a significant percentage of independent auditor work and, as a result, not only the rights, but also the responsibility of the student. Requirements for students to perform independent classroom work at the department: preparation for subsequent classes using the teaching methods of the departments and mastering and passing on practical skills.
Thus, the results of the last semester confirm that the organization of the educational process in the modular and electronic education system contributes to better assimilation of the curriculum by the students and at the same time they are constantly in the process of training. The institute has a solid electronic education information base on the moodle and intranet platform. A computer basis has been created for students to use the information base of electronic education systems (about 700 computers connected to the Internet, 1 computer for 4 students). An independent, transparent, objective evaluation of students' knowledge in the Institute's IRC was introduced.
Today, we are witnessing the implementation of the strategic program for the development of our institute on the initiative and leadership of the rector A.M. Shamsiev, aimed at radically improving the quality of education in the Samarkand Medical Institute and training competitive doctors in the labor market. As a result, the analysis of strengthening the mobility of educational opportunities is built on a conceptual and methodological level and involves an initial com-
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prehension of the essence of education and its social functions, and then the formulation of a number of practical recommendations aimed at optimizing the mobility potential of education in modern society.
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Received 13.09.2017
С. Х. Лапасов, Л. Хакимова, М. Х. Аблакулова, З. Х. Лапасова
МОДУЛЬНАЯ СИСТЕМА ОБРАЗОВАНИЯ В ПРОЦЕССЕ ОБУЧЕНИЯ МЕДИЦИНСКИХ СТУДЕНТОВ Самаркандский государственный медицинский институт (Самарканд, Узбекистан)
Авторы статьи пришли к выводу о том, что в настоящее время осуществляется стратегическая программа развития Самаркандского государственного медицинского института по инициативе и под руководством ректора А. М. Шамсиева, направленная на коренное улучшение качества образования и обучение конкурентоспособных на рынке труда врачей. Укрепления мобильности образовательных возможностей строится на концептуальном и методологическом уровне и предполагает первоначальное понимание сущности образования и его социальных функций, а затем разработку ряда практических рекомендаций, направленных на оптимизацию потенциала мобильности образования в современном обществе.
Ключевые слова: образование, качество, методологические подходы, медицинский институт, академическая мобильность
С. Х. Лапасов, Л. Хакимова, М. Х. Аблакулова, З. Х. Лапасова
МЕДИЦИНАЛЫК СТУДЕНТТЕРД1 ОКЫТУ YДЕРIСIНДЕГIБ1Л1М БЕРУДЩ МОДУЛД1КЖYЙЕСI Самара мемлекеттк медициналык институты (Самаркан, бзбекстан Республикасы)
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Клт свздер: б^м, сапа, эдютемелк устанымдар, медициналык институт, академиялык уткырлык
