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Tarnavska Svitlana, Shakhova Olga, Pontik Maxim Bukovina State Medical University DOI: 10.24412/2520-6990-2021-16103-68-69 PREPARATION OF THE FINAL YEAR STUDENTS IN THE SUBJECT "PEDIATRICS, CHILDREN'S INFECTIONS" DURING DISTANCE LEARNING: THE RESULTS OF AN
ANONYMOUS QUESTIONNAIRE.
Abstract.
The article presents the results of an anonymous survey of the 5 th and the 6th year medical students, which concerned the assessment of distance learning through the students observations, distance learning methods, students' attitudes to e-learning in the subject "pediatrics, pediatric infections".
Keywords: distance learning, self-study, pediatrics, paediatric infections.
Introduction. There are currently global changes in the health medical education system related to the COVID19 pandemic in Ukraine and around the world. In all higher medical educational institutions, there was a switch over to distance learning, in which the transmission of information to students is in interactive mode with the use of information and communication technologies [1, p.196].
The emergence of e-learning is not accidental - it is a natural stage of development and adaption of education to modern conditions of the information society. All over the world, distance education has long occupied its socially significant role, providing constant contact and emphatic exchange of information between listener and teacher (tutor), while the effectiveness of learning depends on the application of various methods of presenting new data and the introduction of modern information technology [2, p.93]. Distance education changes the role of the teacher, who during the educational process most likely acts as a tutor, mentor, coordinating the cognitive process of students [3, p. 1855]. The most effective cooperation is achieved through active feedback, which allows constant improvement and the capability to update the course of subject, increasing the cognitive and creative activity of students. Interactive co-operation in the process of work gives students more opportunities for self-assimilation of new
information. During the practical lesson, which is conducted remotely, students actively discuss new material, learn to dissect and process new information, analyse clinical cases using case-based methods based on virtual patients, gaining new skills that will allow them to improve their professional skills and further apply them in practice.
Motivational attitude in student learning is especially important in the structure of professional competence of the graduate, particularly during e-learning. Creating conditions for independent scientific work, interest in the specialty intensive cognitive creative activity, contribute to the further formation of professional orientation.
The aim of the study. The aim of the work was to evaluate the self-study preparation of final year students in the subject "pediatrics, pediatric infections" during distance learning through the students' observation.
Material and methods of research. On the basis of the Department of Pediatrics and Paediatric Infectious Diseases of Bukovynian State Medical University, the effectiveness of training 93 students of 5-6 courses in the occupation "Medical Affairs" in the subject "Pediatrics, Paediatric Infectious Diseases", who studied remotely. It was found that 66.7% of respondents studied on a budget basis, 33.3% of students - on a
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contract basis. Among the cohort of respondents -77.4% female, 22.6% male.
All students were surveyed anonymously using a questionnaire containing 30 questions related to distance learning, distance learning methods, students 'attitudes to learning, students' self-study, awareness of the professional relevance of acquired knowledge and the quality of professional skills and abilities.
Results of the research. The results of an anonymous survey showed that 58.1% of students liked distance learning, 23.7% - negative about the online form of education, 18.3% of respondents did not decide on the appropriateness of distance education.
Further analysis revealed that 76.4% of students preferred the following distribution of the ratio of distance and full-time study: 60% - distance learning, 40% - full-time, practical training. At the same time, 55.9% wanted to leave the duration of online classes as scheduled, 41.9% of students considered it necessary to reduce the duration of practical classes online.
The interviewed respondents also identified opportunities for independent cognitive activity in preparation for practical classes in pediatrics during distance learning. Thus, 75.3% of respondents noted that they have no difficulties, and they have enough time to prepare. Simultaneously, 24.7% of students noted a lack of time for self-development and sufficient preparation for classes. At the same time, the opinions of the respondents that staying at home promotes the intensification of self-study were divided almost equally: 51.6% noted it positively, 48.4% - expressed it negatively.
When identifying difficulties during online learning, a third (36.6%) of respondents noted an excessive amount of educational material, 18.3% of students see personal disorganisation among the obstacles to successful distance learning. Due to the need to combine study and work, 18.3% of students have barriers to study, 4.3% report a poor online learning schedule. Excessive workload when using gadgets, family circumstances noted 4.3% of respondents. At the same time, two thirds of respondents (75.3%) indicate that they have an average level of motivational preparation for practical classes in pediatrics, 16.1% of respondents note a high level of self-study and almost every tenth student (8.6%) notes low motivation for self-study, which may be due to the uncertainty of their future professional activities. The results of the survey showed that 41.9% of students believe that individual work is necessary in the study of any subjects, 47.3% said that self-study is important for self-realisation in professional activities. 54.8% of respondents indicated that the main condition for successful independent work is its organisation, systematic and planned. 43% of respondents believe that independent work contributes to the formation of independence, initiative, discipline, accuracy, sense of responsibility. The importance of lifelong learning as an important factor in successful employment and self-development was noted by 57% of students. At the same time, almost 9.7% of students believe that it is enough to complete tasks in class and
do not like to work independently. The analysis showed that 53.8% of graduate students in their future profession are attracted to the realization of their own interests, inclinations and abilities, and 23.7% indicate the possibility of becoming an independent and autonomous person. Almost 6.5% of respondents believe that the future specialty will give them the opportunity to assert themselves as a specialist, gain weight in society, secure material independence. In addition, almost half of the respondents (49.5%) consider their level of awareness about the future profession as quite high, but without their own practical experience, 21.5% of students noted that they have theoretical and practical experience in this field, and every third respondent (28%) states that he has only mostly theoretical knowledge. The obtained data coincide with the results of the students surveyed. Thus, the share of students who study "excellent" was 14%, the results "good and excellent" showed 34.4% of students, "good and satisfactory" said 48.4% of respondents, studied only "satisfactory" 3.2% of respondents. Thus, the use of online learning as one of the possible forms of distance education with the involvement of distance learning technologies is one of the steps to solve the problem of organizing the educational process during the pandemic COVID-19, which has its advantages and disadvantages. The results of the survey of students showed that some elements of distance learning can be introduced in the future, as they allow to acquire a certain level of theoretical knowledge with sufficient self-study, skills of self-training, organisation, systematic acquisition of knowledge. At the same time, the lack of development of professional skills and capabilities during distance learning is a significant disadvantage in the training of future physicians.
Conclusions.
1. The use of distance learning technologies is a relevant and promising means of obtaining new information that allows to expand the possibilities of modern medical education.
2. The advantage of distance learning is the availability of clear structured information, active feedback from the teacher, the acquisition of new knowledge, analysis and synthesis of new information, improving professional skills in solving problem clinical situations.
References.
1. Aryaev ML, Kaplina LE, Senkivska LI, Pavlova VV The first experience of distance learning in medical universities of Ukraine in the conditions of COVID-19 quarantine // Child Health. 2020. 15 (3). Pp. 195-199.
2. Goncharova NG, Kirsanova OV, Svetlitsky AO Implementation of distance learning models in higher medical educational institutions // Current issues of pharmaceutical and medical science and practice. -2014. 1 (14). Pp. 93-96.
3. Jiang Z., Wu H., Cheng H. Twelve tips for teaching medical students online under COVID-19 // Medical education online. 2021. 26 (1). P. 1854-1866.
