CC BY
16neurology outpatient work involves explaining things to patients and students will learn how to explain difficult neurological phenomena to patients from your example, so make it good!
No matter how many times they are told, students take a long time to appreciate that most of the skill in neurology is eliciting (or educing) a good history. They should learn that while anatomy and physiology are used to decide where the lesion is, the history is essential in determining the pathology. One way in which I demonstrate how impossible it is to get to a diagnosis without a history (and often how impossible it is not to have any history) is by asking students to make a diagnosis only from the examination findings. So, at the end of 30 min or so of examining different parts of a patient's nervous system, after we have elicited all the signs and know that the patient has a spinal cord lesion, I ask a student to ask one question about the history ("because of healthcare rationing only one question allowed"). This means that students have to think about what the most discriminating question might be (it is usually 'how and how long ago did this all come on?"). An alternative way of teaching the value of the history is to ask the patient to recount their history warning them that you will be interrupting them repeatedly to ask the students what they think is going on. Then after every few sentences, ask the students what they think the diagnosis is. But first I ask a student what the diagnosis is before the patient starts talking. Here the student has to use the patient's evident age and gender as well as any clues around the bed to start hypothesizing using epidemiological^ based a priori likelihoods. This demonstrates the active way in which we think of the history, hypothetical diagnoses rising and falling in our minds as the story unfolds. If this type of exercise is put next to the one above, it can be shown that analyzing
the history gets the answer much quicker than just examining the patient (or just doing a scan for that matter).
References
1. Kahraman, H.T., Sagiroglu, S. & Colak, I. Development of adaptive and intelligent web-based educational systems. In 4th International Conference on Application of Information and Communication Technologies. AICT 2010, 227-230.
2. Kudliskis, V. Teaching assistants, neuro-lin-guistic programming (NLP) and special educational needs: "reframing" the learning experience for students with mild SEN. Pastoral Care in Education, 2014. 32(4), 251-263.
3. McCusker, K.A., Harkin, J., Wilson, S. & Cal-laghan, M. Intelligent assessment and content personalisation in adaptive educational systems. In 2013 12th International Conference on Information Technology Based Higher Education and Training, ITHET, 223232.
4. Lasitha Samarakoon, Tharanga Fernando, Chaturaka Rodrigo & Senaka Rajapakse Learning styles and approaches to learning among medical undergraduates and postgraduates BMC Medical Education. 2013. 13:42 http://www.biomedcentral.com/1472-6920/13/42.
5. Dunn R., Giannitti M.C., Murray J.B., Rossi I., Geisert G., Quinn P.: Grouping students for instruction: effects of learning style on achievement and attitudes. J Soc Psychol 1990, 130(4):485-494
6. Flanagan E., Walsh C,. Tubridy N. 'Neuro-phobia'-attitudes of medical students and doctors in Ireland to neurological teaching. Eur J Neurol 2007;14:1109-12.
ИНТЕРАКТИВНЫЙ МЕТОД КАК ПЕДАГОГИЧЕСКАЯ ИННОВАЦИЯ В ВЫСШЕМ
МЕДИЦИНСКОМ ОБРАЗОВАНИИ
Залявская Е.В.
Высшее государственное образовательное учреждение Украины "Буковинский государственный медицинский университет",
Черновцы, Украина
THE INTERACTIVE METHOD AS AN EDUCATIONAL INNOVATION IN HIGHER MEDICAL
EDUCATION
Zaliavska O.
Higher State Educational Establishment of Ukraine "Bukovynian State Medical University", Chernivtsi, Ukraine
АННОТАЦИЯ
Метод интерактивной технологии обучения - метод конкурентных групп, представлен в статье, способствует активному внедрению междисциплинарной интеграции в обучение, развивает у студентов умение самостоятельно создавать собственный подход к получению, анализу информации, формирование интегрированных выводов и собственного опыта, клинического мышления, умение отстаивать свою точку зрения в интеллектуальном пространстве.
ABSTRACT
The method of interactive learning technology, the method of competitive groups, presented in the article promotes the active implementation of interdisciplinary integration in learning, develops students' ability to create
their own approach to obtaining and analyzing information, the formation of integrated conclusions and their own experience, clinical thinking, ability to defend their point of view in the intellectual space.
Ключевые слова: интерактивные технологии обучения, метод конкурентных групп, интерактивное обучение студентов-медиков.
Keywords: interactive learning technology, method of competitive groups, interactive training of medical students.
Among the priority directions of the state policy on higher education development in the context of the European integration of Ukraine there arises the problem of continuous improvement of the quality of education, the modernization of its content and forms of educational process organization, and the introduction of educational innovations and information technolo-gies[1]. Despite the diversity of learning technologies, the teacher remains in charge of the leading educational functions. The teacher-innovator is the carrier of specific innovations, their creator, and modifier. He has a wide range of opportunities and an unlimited field of activity because in real practice he is convinced of the effectiveness of existing technologies and teaching methods and can adjust them, conduct research work, develop new methods and technologies. The main condition for such activities is the educator's potential for innovation [2]. With the introduction of modern technologies into the educational process, the teacher increasingly acquires the functions of a counsellor, adviser, and mentor. The latter requires special psychological and pedagogical training, as the professional activity of a teacher involves not only special subject knowledge but also modern knowledge in the field of pedagogy and psychology, acmeology, teaching, and education technology. On this basis, the readiness for perception, evaluation, and implementation of pedagogical innovations is formed.
One of the interactive technologies methods is the method of competitive groups which allows developing creative thinking, mutual learning and improvement, involving all students without exception in the process of discussion and argumentation of their own opinion, as well as developing respect for colleagues and alternative ideas and proposals (approaches) [3]. The method of competitive groups in the interactive training of medical students can be implemented through discussion, debate, or a panel discussion, creating a problem-based situation and solving it through a role-play. With the improvement of the material and technical base of the departments, and namely the installation of LCD panels in clinical halls, wireless Internet makes it possible to combine innovative teaching methods with information technologies. This improves the perception and comprehension of the issues under consideration and creates more comfortable conditions for the in-class work of students and teachers. Instead of the whiteboard and chalk, the teacher gets a powerful tool for presenting information in various forms (text, graphics, animation, sound, digital video, etc.). Through the example of a clinical problem situation which is crucial because of the high incidence rate of the Ukrainian population, the method of competitive groups allows to develop and improve the interdisciplinary horizontal object integration which is so necessary for the preparation and evolvement of a therapist as a
specialist, as well as for understanding the processes of development of pathologies, mechanisms of mutual burden and effective complex treatment of those.
Educational objectives: to develop systematic integrated clinical thinking and professional clinical skills to solve a clinical problem in a flexible manner.
Instructional objectives: to develop the ability for interaction and cooperation, group work, deontological behavior, the sense of collaboration between experts in different specializations in order to get the highest treatment outcomes and shared responsibility for it.
The practical training is conducted by the method of competitive groups in an interdisciplinary context. Students are divided into two (three) groups: a therapeutic and a surgical one. Each group develops its own plan for solving one clinical problem. The student in each group defends or complements the collective group opinion. Such training can be conducted with or without modern information technology support. The teacher helps to build groups, provide a list of professional literature sources, professional methods, questions, and clinical problems of different levels of complexity, laboratory data, X-ray images, ultrasound examination data, ECG, computer spirograms, and microfilm presentations. During the main stage of the session, he follows the discussion noting the adequacy of the clinical problem solutions offered by the competing groups and evaluating the reactions of both groups to their colleagues' speeches. The teacher identifies the student leader who offers the most accurate (rational) solution to the problem and increases the overall group result. At the final stage, the instructor evaluates the result of each group's creative work and evaluates each student according to the developed assessment criteria (on a five-point system). An inter-group discussion is a key to creative thinking, a way of developing dialectical thinking as a component of creative thinking, the search for truth based on the active participation of all listeners. The results of the introduction of interdisciplinary discussion through the method of competitive groups are the ability to independently create one's own approach to obtaining and analyzing information, forming integrated conclusions and gaining experience; the formation of clinical thinking; the ability to defend one's point of view in the intellectual space taking into account alternative ideas. It also allows to unite students around the solution of a specific clinical problem, to build constructive relationships in the group and develop the understanding of the need for cooperation, to stimulate mutual perfection and students' creative potential as well as to develop the awareness of the need for a constant creative search.
Thus, the use of innovative pedagogical techniques along with information technologies, and namely the method of competitive groups, in the interdisciplinary aspect leads to better learning by students,
increases interest, broadens their mind and creativity, develops deep clinical thinking and develops a sense of the need for collective cooperation and responsibility, introduces horizontally-oriented interdisciplinary integration into the learning process, allows to form skills and abilities in a holistic manner and most importantly improves the quality of clinical training of a therapeutic physician.
Литература
1. Андрущенко В. 1нновацшний розвиток освгги в стратеги «украшського прориву» I В. Андрущенко II Вища освгга Украши. - 2008. - №2. -С. 10-18.
2. Аймедов К.В. Перспектива застосування у закладах вищо1' медично1' освгги методiв випе-реджаючого навчання I К.В. Аймедов II Медична освгга. - 2013. - №1. - С. 83-84.
3. Загринчук М.С. Шдготовка фаxiвцiв у ви-щих навчальних закладах Украши в сучасних умо-вах на основi компетентшсного тдходу I М.С. Загринчук, В.П. Марцинюк, 1.Р. Мисула II Медична освiта. - 2013. - №1. - С.11-17.
ХАРАКТЕРИСТИКИ И КОМПОНЕНТЫ КОНЦЕПЦИИ МОТИВАЦИИ У СТУДЕНТОВ КЛИНИЧЕСКИХ ДИСЦИПЛИН В ВЫСШИХ МЕДИЦИНСКИХ УЧРЕЖДЕНИЯХ
Залявская Е.В.
Высшее государственное образовательное учреждение Украины "Буковинский государственный медицинский университет ",
Черновцы, Украина
CHARACTERISTICS AND COMPONENTS OF THE CONCEPT OF MOTIVATION IN STUDENTS OF CLINICAL DISCIPLINES IN THE HIGHER MEDICAL ESTABLISHMENTS
Zaliavska O.
Higher State Educational Establishment of Ukraine "Bukovynian State Medical University", Chernivtsi, Ukraine
АННОТАЦИЯ
В статье представлен обзор литературы и собственные наблюдения по мотивации обучения и профессионального роста студентов-медиков. Основные характеристики и составляющие понятия мотивации к учебе, виды мотивов и профессиональной компетентности учителя, призванные формировать личность будущего врача. Эти результаты исследований указывают на необходимость диверсификации работы студентов-медиков в аудитории и внеурочного времени с целью улучшения практического обучения, использования симуляционного обучения с привлечением инновационных технологий.
ABSTRACT
The article presents a review of the literature and own observations on the motivation for learning 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. These research results indicate the need to diversify the work of medical students in the classroom and extracurricular time in order to improve practical training, the use of simulation training with the involvement of innovative technologies.
Ключевые слова: студенты-медики, профессиональный рост, мотивация.
Keywords: medical students, professional growth, motivation.
Modern society requires students motivated by their future profession, however, in the higher education system 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 life, in particular: responsibility, creativity, constant improvement of knowledge and so on.
The issue of student motivation is one of the basic problems of learning 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, the
management of motivation to learn allows you to manage the 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 psychology, which discuss the social problems of professional motivation, reveals the role of motivation in the formation of consciousness in the development of personality, outlines methods of studying it and the possibility of adjustment. Of particular interest are studies of the problem of forming professional motivation of students in a higher education institution.
Psychologists note that positive motivation causes feelings of satisfaction, joy, increases self-esteem, arouses interest in life, which should actually happen to
