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ЭФФЕКТИВНОСТЬ СОВРЕМЕННЫХ МЕТОДОВ ПРЕПОДАВАНИЯ ДИСЦИПЛИНЫ «ПЕДИАТРИЯ, ДЕТСКИЕ ИНФЕКЦИИ» Тарнавская С.И., Ортеменка Е.П.
Буковинский государственный медицинский университет,
Украина, 58001, Черновцы, Театральная площадь, 2, yevheniaart@yandex.ru.
Резюме: Цель работы. Целью работы было оценить эффективность применения различных инновационных методик обучения для повышения качества подготовки студентов 5 и 6 курсов по дисциплине «Педиатрия, детские инфекции».
Методика. На базе кафедры педиатрии и детских инфекционных болезней Буковинского государственного медицинского университета проводилась сравнительная оценка эффективности подготовки 133 студентов 5-6 курсов специальностей «Педиатрия» и «Лечебное дело» по дисциплине «Педиатрия, детские инфекционные болезни». I группу составили 108 студентов 5 курса специальности «Лечебное дело» и «Педиатрия», II группу - 25 студентов 6 курса специальности «Педиатрия».
Всем студентам проводили анонимное анкетирование, которое касалось методики преподавания дисциплины «Педиатрия, детские инфекции», отношения студентов к учебе и качества приобретенных профессиональных умений и навыков. Статистическая обработка полученных результатов проводилась на персональном компьютере с использованием пакета прикладных программ «Statistwa 5.0». С позиций клинической эпидемиологии определяли относительный риск (ОР) и отношение шансов (ОШ) реализации события.
Результаты. Результаты исследования показали, что при подготовке к практическому занятию две трети (72%) студентов 6 курса и только пятая часть студентов 5 курса (22,4%, рф<0,05) использовали информацию, которая размещена на сервере дистанционного обучения - MOODLE, что свидетельствовало о стремлении получить только отобранную конкретную информацию у студентов выпускного курса. Подготовку к занятиям с помощью обязательной и дополнительной литературы, рекомендованной преподавателем или выбранной самостоятельно как метод подготовки к практическим занятиям, выбрали 30,0% и 8,0% (рф <0,05) студентов 5 и 6 курсов соответственно.
Следует отметить, что подавляющее большинство студентов 6 курса (72%) предпочитают свободную дискуссию при разборе материала на занятии, при которой каждый участник дискуссии выражает свое мнение и, имея определенный багаж знаний, выступает от своего имени самостоятельно. В то же время только треть студентов 5 курса (37,9%, р<0,05) желают принять участие в свободной дискуссии, свидетельствует о несовершенстве самостоятельного решения конкретной проблемной ситуации. Групповую дискуссию выбрали 52,1% респондентов 5 курса как методику обучения, при которой преподаватель задает направление дискуссии студентов. Выводы. Таким образом, профессиональный выбор студента повышает эффективность инновационных методов обучения по дисциплине «Педиатрия, детские инфекции». Так, у студентов 6 курса специальности «Педиатрия» в связи с профессиональной мотивацией достоверно увеличились шансы приверженности студентов к самостоятельному решению проблемной ситуации с помощью свободной дискуссии: относительный риск = 1,9 (95% ДИ: 1,4 - 2,7) при соотношении шансов = 4,4 (95% ДИ: 2,4 - 7,9).
Ключевые слова: методы преподавания, педиатрия, информационно-коммуникационные технологии.
THE EFFICACY OF THE MODERN TUTORING METHODS OF THE DISCIPLINE «PEDIATRICS, CHILDREN'S INFECTION DISEASES» Tarnavskaya S.I., Ortemenka Ye.P.
Bukovinian State Medical University,
Ukraine, 58001, Chernivtsy, Teatralna square, 2, yevheniaart@yandex.ru
Summary: The aim of the study was to evaluate the effectiveness of the use of various modern tutoring methods for improving the quality of preparation of the 5th -and 6th -courses students in the discipline «Pediatrics, children's infection diseases».
On the base of the Department of Pediatrics and Pediatric infectious diseases there has been done the comparative assessment of the training effectiveness of 133 students of the 5th and 6th courses which are specialized in the Pediatrics and the General medical practice. Anonymous questioning, related to the tutoring methods in these discipline, students' attitudes to studying, and the quality of the skills obtained by students during the training, were conducted for all students. Results of the research were analyzed by the methods of biostatistics and clinical epidemiology, considering the odd ratio (OR) and relative (RR) risks of an implementation of event with estimation of their 95% confidence level (95%CI). Professional choice of the medical student has been determined more expressive effectiveness of the modern innovative tutoring methods in the discipline «Pediatrics, children's infectious diseases». In relation to the professional motivation in the 6th-year students of the specialty «Pediatrics» there has been statistically significantly increased the chances of students' adherence to the independent decision of the problem situation with the help of a free discussion: theRR=1.9 (95% CI: 1.4-2.7), with the OR=4.4 (95% CI: 2.4-7.9). Key words: tutoring methods, pediatrics, informative communicative technologies.
Introduction
In today's market conditions, in the presence of the global information system of education, high-quality higher medical education is associated with the training of skilled professionals who can effectively and professionally work in the specialty and compete in the labor market [1].
The traditional training of students, aimed only at obtaining certain knowledge and skills, is imperfect in nowadays [2]. Therefore, the concern of a higher educational establishment is not only to issue the specialists who would receive qualified training, but also the development of fundamentally new information and communication technologies, as well as the use of active management for successful competition in the education sector [4].
Furthermore, the application of innovative tutoring technologies which are based on modern information platforms, facilitates better and more efficient acquisition of knowledge, allows solving new problems, forming a new outlook for students who will be capable of independent and creative search for new information [3]. The generalized model of innovative learning considers the active participation of the student in the studying process, the formation in the students a sufficient level of skills and knowledge for their further application in real conditions, expanding the horizons of the information space for the future doctor, the ability to work in the team and the desire for constant self-improvement [5].
The actual directions of the innovative tutoring methods are simulation and problem-based learning, which are based on usage during education of simulation-game modelling of different processes occurring in the real system [6, 7].
The use of problem-based learning is a promising area of medical education, since it most effectively
enables students to intensify their research activities. At the same time, knowledge is not given by the tutor in the final extracted, out-of-the-box, form, but the problem is raised for an independent solution by students [8].
Formation of constructive active personality, creative and non-standard thinking and ability to evaluate the situation quickly and, as a result, to make specific decisions are valuable qualities of the future specialists, which will help them to adjust easily in the employment market.
The aim of the study
To evaluate the effectiveness of the use of various modern tutoring methods for improving the quality of preparation of the 5th and 6th courses students in the discipline «Pediatrics, children's infection diseases «.
Methods
On the base of the Department of Pediatrics and Pediatric infectious diseases of the Bukovinian State Medical University, there has been done the comparative assessment of the effectiveness of the training in the discipline «Pediatrics, children's infectious diseases» of 133 students of the 5th and 6th courses which are specialized in the Pediatrics and the General medical practice. The first (I) group of comparison has consisted of 108 persons of the 5th year students specialized in the Pediatrics or the General medical practice. The second (II) group was composed of the 25 6th- year students of the specialty «Pediatrics».
All students have been trained by the credit-module system, with usage ofthe elements of distance learning. The study of the discipline «Pediatrics, children's infectious diseases» in the 5th course was conducted on separate content modules in certain areas of Pediatrics: neonatology, pulmonology and
cardiology, children's infectious diseases, but in the 6th course following content modules were provided: pulmonology, cardiology, hematology, nephrology, neonatology, endocrinology, gastroenterology, outpatient and polyclinic care for the children. The total duration of the training cycle was 18 days for the 5th-year students and 50 days for the 6th-year student, with an average duration of each module -5 days (30-35 academic hours).
Anonymous questioning were conducted for all students using the questionnaire, which contained 12 questions related to the tutoring methods in the discipline «Pediatrics, children's infectious diseases», students' attitudes to studying, their awareness of the professional relevance of the acquired knowledge, as well as the quality of the skills and abilities, obtained by students during the training.
These research results were analyzed by the methods of biostatistics and clinical epidemiology, and using the software package «STATISTICA 5.0» StatSoft Inc. and Excel XP for Windows on a PC, by parametric (Student's Pt criterion) and nonparametric (Fisher's P9 criterion) methods of calculation, considering the odd ratio (OR) and relative (RR) risks of an implementation of event with estimation of their 95% confidence level (95%CI).
Results and discussion
The results of the anonymous questionnaire have showed that almost 92% of the sixth year students of the specialty «Pediatrics» were motivated to studying by the desire to gain new knowledge. By contrast, this mentioned above motive has prompted only 41.6% (p^ <0.05) of 5th-year students, but at the same time one in ten of respondents (14.8%) has pointed that classes attending was simply their responsibility as a students.
It should be noted that for practical training preparation two thirds (72%) of 6th- year students and only one fifth of 5th-year students (22.4%, p9 <0.05) used the materials of distance learning environments (MOODLE), indicating that graduate students wish to receive only selected specific information. Preparing for classes with the help of basic and additional literature recommended by the teacher, or chosen by themselves, as a method of preparing for practical classes, has been chosen by 30.0% and 8.0% (p^ <0.05) of students of 5th and 6th courses respectively.
The dominating majority of the 6th year students (72%) preferred free discussion during
a review of the lesson's topic. In such situation each participant of the discussion expresses his own opinion and, having a certain wealth of knowledge, speaks for himself on his own behalf. On the other hand, only a third of the 5th-year students (37.9%, p <0.05) would like to participate in a free discussion, indicating the immaturity of their independent judgment in the some specific problem situation. However, 52.1% of respondents from the 5th year have preferred the group discussion, choosing a methodology in which the teacher directs the student's discussion. Thus, in the 6th course the chances of students' adherence to the independent decision of the problem situation with the help of a free discussion likely increased: RR= 1.9 (95% CI: 1.4 - 2.7), OR = 4.4 (95% CI: 2.4 - 7.9).
At the same time, the fact that 64% of the 6th year students preferred to use the case-method or the method of modeling the real situation, which is supposed to be solved independently, has indicated professional maturity in the larger half of this cohort. Representatives of I group have chosen the case-method in 27.7% of occasions (p <0.05). The share of students which, as a practical lesson, have chosen the work in small groups, each of which forms the answer only to one particular part of the question, was almost the same (21.1% and 24.0% of the representatives of I and II groups correspondingly).
However, brainstorming, when students' respond to a specific question supposed to be quick and immediate, has been considered by one fifth of the 5th-year students (21.3%) as the dominant variant of the practical lesson. Interestingly that no one of 6th-year representatives has chosen this tutoring method.
Thus, the assessment of the effectiveness of the use of information and communication technologies in the studying of the discipline «Pediatrics, Children's infectious diseases» has showed the most expressive motivation in the participation of practical lessons and studying of this discipline in the 6th-year students specialized in «Pediatrics», that was probably related to the professional motivation of this cohort of students.
Despite the relatively lower indices of the learning results of this category of students in general, there has been traced the desire of the majority of students for getting basic knowledge of discipline, the wish to work independently, the desire for making concrete practical decisions, the ability to correct their actions if the problematic situations would be occurred.
Nevertheless, there still a minor proportion of respondents who have had low motivation to acquire new knowledge and skills, has been presented that is associated with unresolved life problems and uncertain further employment.
Conclusions
Professional choice of the medical student has been determined more expressive effectiveness of the modern innovative tutoring methods in the
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