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6agenesis of the transparent membrane (15.6%), hypoplasia of the corpus callosum (12.5%), partial atrophy of the cerebral hemispheres (12.5%).
3. The most frequent complaints in patients with congenital malformation of Arnold Chiari were headache and (93.7%) and dizziness (84.4%), in the neurological status prevailed - cerebellar ataxia (59.4%) and conduction movement disorders (56.25%.)
References
1. Krupina N.E. Information on family cases of sy-ringomyelia, basilar impression and Chiari malformation / Krupina N.E. // Neurological Bulletin. -2001.- № 1-2. Pp.70-75.
2. Mendelevich E.G. Syringomyelia and Arnold-Chiari malformation./ E.G. Mendelevich., M.K. Mi-khailov., E.I. Bogdanov. - Kazan, 2002. - 236 p.
3. Holin A.V. Magnetic resonance imaging in diseases of the central nervous system / A.V. Choline. -Izd.2-e, pererabotannoe.- SPb.: Hippokrat, 2007.- 256 s.
4. Khabirov F.A. Clinical neurology of the spine / F.A. Khabirov. - Kazan, 2001. - 472p.
PEDAGOGICAL INNOVATIONS PERSONALITY ORIENTED APPROACH IN THE DOCTOR'S
PROFESSIONAL TRAINING SYSTEM
Kryvetska I.
State higher education institution of Ukraine "Bukovinian State Medical University "
ABSTRACT
Personality oriented approach involves organizing process, learning how to organize learning activities of students and reorientation of the process for the formulation and solution of educational problems by studentsro. The use of interactive lecture gives an opportunity of modelling the scientific or professional problems that are related to the specific content of the educational material. Formulation of the problem motivates the students for studying activity and for finding the answers to their questions independently.
Keywords: tools of the educational process, the theory of innovations, professional mobility.
Introduction. The innovative way of development of a society can be provided having formed generations of people who think and act in a new way. Hence the great attention to the general development of personality, its communicative abilities, the acquisition of knowledge, independence in decision-making, critical thinking and culture, the formation of information and social skills [3]. The main principles that determine the development of higher education in Ukraine in modern conditions are the creation of an innovative space-based on educational and scientific support [2].
Personally oriented teaching and education is the basis for creating an educational environment in the school, the organization of pedagogically appropriate verbal and nonverbal communication and high pedagogical skills of the teaching staff [1]. A person-centred approach identifies changes like the object and the learning process, as well as the basic pattern of teacher-student interaction. Instead of the scheme of teacher-student interaction, where the teacher is the subject of pedagogical influence and management, and the student is the object of influence, the scheme of the subject-subject equal partner educational cooperation of the teacher and students should find a place in the joint didactically organized by the teacher. of educational tasks.
Increasing hours for independent work, while reducing classroom and lecture hours require the restructuring of all forms of the educational process and the search for new approaches to the educational process.
Main part.
Personality-oriented approach states that the student is at the centre of learning - his motives, goals,
unique psychological composition. Based on the interests of the student, the level of his knowledge and skills, the teacher determines the purpose of knowledge and adjusts the educational process, guided by the development of the student's personality. In this case, all methodological tools are refracted through the prism of the student's personality, his motives, needs, abilities, intelligence; questions addressed to the student, tasks should stimulate their intellectual activity without unnecessary fixation of mistakes, omissions, failures. This formulates the further development of student technology, their cognitive processes, personal qualities, performance characteristics. The personality-oriented approach involves the organization of the learning process as the organization of students' learning activities and the reorientation of this process to the formulation and solution of educational problems by students themselves. Thus the teacher should define the nomenclature of educational tasks and actions, their hierarchy, to provide students with the oriented basis and algorithm of performance. A teacher with a high level of pedagogical skills can cope with such tasks. Pedagogical skills are based on the high professional level of the teacher, his general culture and pedagogical experience. Necessary conditions for pedagogical skills of a teacher are a humanistic position: professionally significant personal traits and qualities. The psychological climate in the educational environment should be focused on high moral values, which are knowledge, hard work, success in scientific work.
In recent years, a fundamentally new and important direction has emerged in the pedagogical pro-
cess - the theory of innovation, which includes interactive learning technologies and computer technology [2, 5]. Of course, computer technology is very diverse and their use depends largely on the hardware - access to the distance learning server, its quantitative and qualitative content, software and more. Therefore, in our opinion, more important and promising is the role of interactive lectures, which provide students with knowledge with their direct active participation, ie to continue the personality-oriented interaction of teacher and student using modern tools of the educational process. This lecture provides an opportunity to stimulate scientific or professional problems related to the specific content of educational material. The formulation of the problem encourages students to active mental activity, to try to answer the question, there is interest in the material covered, attention is activated. Lectures should be the basis of the discipline, determine the level and amount of information load adapted to the relevant course.
In preparation for the practical lesson, students processed the study material, wrote notes, answered, worked at the patient's bedside and were evaluated. And, of course, sometime before the lecture they forgot some specific knowledge, the basic information remained in the memory, and that is based on logic, associations. In this situation, the lecturer does not need to repeat the entire content of the lecture material. He can talk about some issues briefly, descriptively, at a fast pace, and focus students' attention on more complex issues. The most important thing is to involve students in active participation in the work and not only the best students. By deliberately involving "weak" students in the discussion, we encourage them to study only when we give them a chance to express themselves with the correct specific answer to the question, but also by listening to their attitude to the problem without condemning it, and occasionally encouraging or praising the student. The role of the lecturer is to use the previously acquired knowledge of the student in the construction of a logical explanation and supplement them with those that they do not have.
There must be a place for knowledge control during the lecture. Its purpose is to identify the causes of deficiencies in the assimilation of the material, and not to be a way to identify errors, ie to provide feedback for corrective action. Even more interesting and productive is the current remote control using short test questions, which are highlighted on the screen, and which must be answered using remote controls.
This form of assessment has several advantages: a) the student must listen carefully to the lecturer because the answer to the question is contained in the lecture material; b) read the question carefully on your own, because the answer is not always affirmative, curiosity can be added by creating conditions of competition between groups, series, etc .; d) the effect of satisfaction with the result of their work, although it is an additional 15-20 minutes of student attention, and when his answer is also correct, it is the best driving force in the learning process; e) minimum time. However, the quality of the lecture depends not only on the scientific
and professional but also on the pedagogical qualification of the lecturer. After all, the highest indicators of learning quality, which form the student's satisfaction, are determined by the teacher's personality, ability to interest the student, involve him in the learning process to form a positive perception of the discipline, its benefits for future medical professionals. This type of lectures will be useful for increasing the skill of the lecturer, as the preparation of such a lecture requires careful selection, structuring and grinding of material, selection of appropriate illustrative material, own creation of schemes and algorithms. Students are always more interested in what is not in the textbook, or this material is easier and more interestingly structured. Students should be involved in the lecture preparation process. This form of cooperation between teacher and student is the basis of the activity method of teaching when the student receives not only knowledge but also specific skills in performing socially useful work [5].
The principle of variability expresses the need to overcome the monotony of content, forms, methods of teaching. Diversity is one of the conditions of life For the effectiveness of interaction in the system "teacher-student" the principle of variability has a regulatory value, determines the purpose and strategy of designing pedagogical interaction. The principle of self-organization reflects the features of managing the process of forming a creative personality of the student, which are due to the peculiarities of managing nonlinear systems and orient the teacher to internal influence, to coordinate student development with their development trends, and the need to "excite" and initiate creative activity. invisible, minimal in its external influence and carried out by indirect methods. In this case, it is possible to speak not about management, and processes of self-management.
Conclusions. Interactive, innovative teaching methods increase the efficiency and effectiveness of learning with a person-centred approach to the pedagogical process, as they not only form knowledge, skills and abilities but also create conditions for the development of future professionals' ability to make independent decisions, solve non-standard situations, professional mobility.
References
1. Avdeeva I. Model of organization of personality-oriented pedagogical education // Psychology and. society. - 2008. - №1. - P.127-129.
2. Volosovets A.O. The use of video presentations in the educational process at the Department of Neurology / A.O. Volosovets // Development of scientific research: materials of the VII scientific-practical conference (Poltava, November 28-30, 2011). - Poltava: Publishing House "Inter-Graphics", 2011. -Vol.6. - P.32-33.
3. Grineva M.V. Self-regulation. Training manual. - Poltava: ASMI. - 2008. - 268 p
4. Kovalchuk L.Ya. New ways to improve the training of specialists in Ternopil State Medical University named after I. Ya. Gorbachevsky / L.Ya. Kovalchuk // Medical education. - 2010. - №2.- P.27-30.
5. Myroshnychenko V. Personally oriented education in educational institutions of Poltava region. // The image of a modern teacher. - 2002. - № 2. P.7-9.
6. Sulima E. Urgent tasks of the higher education system at the new stage of the Bologna process / E. Sulima // Higher school. - 2010. - №1.- P.5-13.
7. Sus B.A., Pavelko T.M. Activity method as a way of active involvement of students in creative work
in the learning process // Bulletin of NTUU "KPI": Philosophy. Psychology. Pedagogy. - 2004.- №2 (11).- P. 207-210.
8. Chub E.V. Competence approach in education // Innovations in education. - 2008. - №3. - P.21-26.
9. Shkabura E.A. Methodical prerequisites for improving the educational process in higher education on the basis of personality-oriented learning // Innovations in education. - 2006. - №6. - P. 39-44.
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
