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12PECULIARITIES OF FORMATION OF STUDENT MOTIVATION OF STUDENTS IN CLINICAL
EDUCATIONAL DISCIPLINES
Zorii I.
Higher State Educational Establishment of Ukraine "Bukovynian State Medical University", Chernivtsi, Ukraine
ABSTRACT
The article presents literature review and own observations on learning motivation and professional growth of medical students. The main characteristics and components of the concept of motivation to study, types of motives and professional competence of teachers, designed to form the personality of the future doctor. The results of this research indicate the need to diversify the work of medical students in classroom and extracurricular time in order to improve practical training, simulation-training implementation with the involvement of innovative technologies.
Keywords: medical students, professional growth, motivation.
Modern society requires students motivated by their future profession; however, in the system of higher education there is a conflict between modern European requirements for learning and low motivation of students to acquire professional knowledge and skills. Psychologists and teachers claim that it is during the student years that the basic qualities are formed, which become the basis of professional development throughout their life, namely: responsibility, creativity, constant improvement of knowledge, etc.
The issue of student motivation is one of the basic problems of psychology. This status is explained, on the one hand, by the fact that the main psychological characteristic, the basis of any activity, including learning, is motivation. On the other hand, learning motivation management allows you to manage learning process as a whole, which is very important to achieve its effectiveness. This study of motivation is devoted to a large number of works of domestic and foreign psychologists, who discuss social problems of professional motivation, reveal the role of motivation in the formation of consciousness in the development of personality, outline methods of studying it and the possibility of adjustment. Of particular interest are studies of the problem of forming professional motivation among students of higher educational establishments.
Psychologists admit that positive motivation causes feelings of satisfaction, joy, increases self-esteem, arouses interest in life, which should actually happen to a person every day. The learning process is time consuming and exhausting, after all, like any work focused on success. Therefore, it is the dream result, which is approaching the student, is based on positive motives and professional reality. Needs are a source of human activity, through which the regulation of its behavior, determines the direction of thinking, emotions, feelings and will. The intellectual needs of students are primarily aimed at professional growth and it is the system of motives that provides a way to achieve a professional goal and meet these needs [12].
According to some authors like [2, 5], the concept of competence defines an integral part of personality. According to T. Zelenetska, "competence" is interpreted as an integral quality of personality, ability to
learn, based on knowledge, experience and socialization, as well as focused on independent and successful activities.
D. Yermakov [11] considers the definition of competence in terms of continuous, holistic personal growth and self-education. The latter, in turn, is based on the ability to: mobilize the acquired knowledge and skills in an operational manner - if necessary. Prominent is also the ability to implement acquired skills in a particular situation, taking into account the variable specific aspects (complex clinical case, providing / not providing timely emergency care, ethical issues - euthanasia, deontology in communication with a serious disease). Activity within a certain algorithm of actions provided by the clinical protocol and the local route of action and organization of social action and involvement of all necessary resources (diagnostic equipment, drugs, availability of block diagrams and algorithms of actions, use of models) have their places in this process.
An important element in providing quality educational services in the system of higher medical education is the formation of students' motivation for future professional activity, taking into account modern medical practice and development of innovative technologies [7].
The issue of finding out and opting for prior motives are on the top of motivation, as well as determining the optimal structure of the motivational sphere of a student [4, 6]. Therefore, despite the presence in modern science of a significant number of scientific and pedagogical works on the problem of forming the motivation of educational and cognitive activities of students, this issue still remains relevant.
The process of studying at higher medical institution has its own specific properties. Junior students master in detail the basic theoretical sciences, which in senior courses during the study of clinical disciplines should be reflected in practice, during the diagnosis and treatment of patients, in particular, the neurological profile. Therefore, knowledge of anatomy, chemistry, histology, etc. needs clinical rethinking. Formal separation of related disciplines in the curriculum, insufficient use of interdisciplinary links in the educational process lead to the fact that the set of educational information is spontaneously loaded on the students themselves, and even if they use it, the effect is negligible.
All this hinders the purposeful formation of a holistic system of knowledge and skills [2, 9]. Given this problem, the main factor in the formation of the integrity of knowledge necessary for the implementation of professional activity of a doctor is the formation of motivation to learn, which is based on previous learning experience.
The main factors influencing the formation of positive motivation for learning are: the content of educational material and organization of educational activities, types and forms of learning, evaluation of student performance and style of pedagogical activity of the teacher. The formation of positive motives for learning is influenced by the style of communication and the teachers' attitude to students. It is possible to intensify learning process in medical institutions. Presence of students' interest (introduction of clinical examples and situational tasks in the classroom); rich emotional atmosphere (insight, when the demonstration of educational material gives the opportunity to include positive emotions and emphasize the uniqueness of the case, materials, etc.); discussions, discussions on a particular clinical case; formation of motivation for learning success make up the whole process successful [6, 8, 10].
A significant factor in increasing learning motivation, interest in the profession is the professional skills of the teacher, especially pedagogical skills. A variety of forms and methods of teaching, including lectures, feedback from students, arouses interest in the subject, and conducting practical classes directly in the clinic with sick children, participation in the treatment and diagnostic process, in particular in clinical trials of complex cases, motivates students to study pediatrics.
The system of increasing motivation to study is also based on the systematic work of teachers of the department to improve the level of professional and pedagogical skills, wider involvement of students in scientific work with subsequent presentation of their results, as well as work and study in extracurricular activities under the control of teachers.
Information technology has become an integral part of current social life, so that the formation of the student's information competence, in particular: the ability to find, analyze and structure information are increasingly significant. The realities of medical practice show that it is necessary to prepare students for life in a market dominated by initiative, creativity, efficiency, perseverance, flexibility of thinking, in order to choose the best options. Students need to learn how to solve problems that arise in the field of information knowledge. One of the current ways to test knowledge is to solve situational problems focused on interdisciplinary knowledge, erudition, development of clinical thinking [0, 11]. It is the close cooperation of teacher and student in a classroom and extracurricular work, high professional level of teaching with the use of innovative teaching methods is a reserve for increasing student motivation to learn.
No less important means of motivation is the use of simulation training with the involvement of innovative technologies, which allows multiple and accurate reproduction of important clinical scenarios and allows future physicians to make independent decisions, form clinical thinking, improve students' practical skills.
Thus, the formation of learning motivation in students of clinical disciplines is an extremely important factor that determines the success of further study, as it determines the ways to achieve desired result, mobilizes the student's desire to keep on going in professional activities.
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