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21USING THE CASE- METHOD AS AN INTERACTIVE TEACHING METHOD WHEN TEACHING IN HIGHER EDUCATIONAL MEDICAL INSTITUTIONS
Lytvyniuk N.
Department of Social Medicine and Health Organization Higher State Educational Institution of Ukraine «Bukovina State Medical University», Chernovtsy
Abstract
The article reveals the essence of the case method, its goals, ideas, tasks, advantages and disadvantages, the place and significance of the method in the professional training of future medical specialists; principles, structure, influence on the formation of the quality characteristics of a specialist; algorithm of teacher and student work; the technology of preparing the case and the features of its application are presented. However, interactive teaching methods require more responsibility and involvement of students and are not always typical for the Ukrainian educational context.
Keywords: innovative teaching methods, modern information technologies, teaching method, case-case technology, higher educational institutions, analysis, situation, innovation.
Education, traditional for the past, as a system aimed at passive acquisition and reproduction of knowledge, lags behind the real demands of the labor market today. The requirement for a transition to innovative education, in particular in higher education, is due to the challenges of our time and belongs to the priority areas of state policy in Ukraine in the context of the integration of domestic education into the European and global educational space.
Innovative learning stimulates innovative changes in culture, social environment; focused on the formation of a person's readiness for dynamic changes in society through the development of creative abilities, various forms of logical and imaginative thinking, as well as the ability to cooperate with other people.
According to many researchers, innovative processes in the field of education and innovation as a scientific discipline are designed to reveal the essence of scientific design and skillful implementation of innovative technologies, to identify natural connections between traditions and innovations, to substantiate management models of systemic innovations in institutions and educational institutions.
Modern information technologies make it possible to create, store, process information and provide effective ways of presenting it to the consumer, is a powerful tool to accelerate progress in all spheres of development of society, determine the competitiveness of a region, an educational institution. An important role in the process of creating and using information technologies belongs to the higher education system as the main source of highly qualified personnel and a powerful base of fundamental and applied scientific research. In this regard, the position of the teacher is fundamentally changing. He ceases to be, together with the student, the bearer of the "objective knowledge" that he is trying to convey.
The purpose of the article is to substantiate the content of the case study as an interactive teaching method and the feasibility of using it in the classroom of medical students.
The choice of methods, forms and means of teaching is influenced by the peculiarities of the academic discipline, the nature of the educational material, the amount of time allotted for the study of the material, the
level of general preparedness of the group, the peculiarities of the educational material base of universities and many others. Given the above, the case method is one of the most effective training methods. Cases (problem situations) provide an opportunity to fully implement the idea of student-centered learning.
The case-study method was first used when studying at Harvard (USA), and since then Harvard has largely determined the format of case education around the world. Education at the Harvard Business School (HBS) is almost entirely based on case analysis.
In medical education, an example of the use of the case method is training at the Harvard Medical School. Traditionally, future doctors were allowed to work with patients from the third year, and for the first two years they were given exclusively theoretical education with a large amount of material to memorize. Students studied biology, physiology, anatomy, biochemistry and other disciplines. In 1985, the dean of the school, Daniel Tosteson, proposed using cases in order to reduce the information load on students and introduce elements of active research into the program. Robot with medical cases of business cases in its own format. Students worked in small groups, 6-8 people each, and received the material directly in the lesson, and did not get acquainted with it in advance.
The case consisted of 5-6 parts, which were sequentially sorted out in several sessions. As a rule, the first part described the initial state of the patient and the symptoms of the disease, the second included the results of the initial examination, the next parts were devoted to the test results, the diagnosis of specialists, the prescribed treatment, the patient's response to this treatment and the further progress of treatment. In Ukraine, this method began to be disseminated only in the second half of the 1990s, and today its application is at the stage of comprehending and borrowing the methods developed by scientists, mainly in the field of higher education.
The essence of the case method lies in the independent activity of students in a simulated situation, makes it possible to combine theoretical training and practical skills, and allows to apply heoretical knowledge to solving practical problems, which is very
important for medical students. Considering the essence of case-study, A. Dolgorukov identifies the following features: the presence of a model of the socioeconomic system, the state of which is being considered at a certain point in time; collective solutions; multi-alternative solutions; fundamental lack of a single solution; the only goal in the decision making process; availability of a system of collective performance assessment; the presence of controlled emotional stress of students. These features make it possible to distinguish the case method from other methods.
Case technology works to develop:
1. Educational and informational (intellectual) competence:
assimilation of methods of analysis and critical thinking; ability to work with text; the emergence of experience in decision-making, actions in a new situation, problem solving; assimilation of data collection methods.
2. Communicative (social) competence:
development of skills for independent work and
work in a group; acquisition of communication skills; formation of interactive skills that allow effective interaction and collective decision-making. The technique promotes the development of various practical skills. All together they can be described in one phrase - a creative solution to a problem, the formation of the ability to analyze the situation and make a decision.
Participants in the educational process do not receive ready-made knowledge, but learn to acquire it on their own, decisions made in a life situation are more likely to be remembered than by memorizing the rules. Secondly, the process of solving the problem outlined in the case is a creative process of cognition, which implies the collective nature of cognitive activity. So, students learn to follow the rules of communication: work in groups, listen to interlocutors, argue their point of view by building logical schemes for solving a problem that has an ambiguous solution.
The use of the case method allows you to form a high motivation for learning. It is designed to develop students' ability to make decisions on their own and find correct and original answers to problematic questions. The main purpose of use is the formation of students' vital competencies. The case method contributes to the development of the ability to analyze situations, evaluate alternatives, choose the best option and plan for its implementation. And if during the educational cycle this approach is applied many times, then the student develops a persistent skill in solving practical problems. Among the advantages of the case method are: active educational and cognitive activity of students, the ability to work in a group on a single problem field, the ability to acquire skills of the simplest generalizations, the ability to get acquainted with real life, the ability to test theory in practice; development of a system of values, attitudes, a kind of professional worldview; to learn to find the most rational solution to the problem posed, the emphasis of teaching is shifted not to mastering ready-made knowledge, but to its acquisition, to the cooperation of a teacher and a student. However, case technologies, due to their insufficient
research in domestic pedagogy, have certain disadvantages: they are insufficiently researched in pedagogy; excessive enthusiasm for situational analysis can lead to the fact that all knowledge will be reduced to knowledge of many situations without a specific system, requires a certain experience from the teacher and the student, in-depth knowledge in conducting discussion and analysis of "cases" of the situation, requires a lot of time, the ability of the teacher to refuse from their own judgments in favor of students' counterarguments. The case method is not universal. Casey cannot replace live communication with the patient, physical examination of the patient, lectures. It is impossible to solve the case without mastering the theoretical material. It goes without saying that this pedagogical technology should be used not instead of, but in conjunction with classical teaching methods, that is, the case method will supplement the arsenal of methodological techniques.
An important feature of the case method is the teacher's readiness to use it, which requires constant professional development and improvement from him. When preparing for classes, the teacher takes into account the degree of expediency of using case technology, and goal-setting in the formation of competencies.
The first step is to prepare the case. A case is a special complex containing a description of a situation, a problem statement, questions that students should be guided by, materials on educational information, a list of information sources. When developing a case and determining the level of its complexity, it is also worth considering the characteristics and needs of students, or the audience where the case will be used. The case should be based on the basic previously acquired knowledge, and take into account who and for what purpose will use the knowledge gained as a result of working on the case. In addition, the content of the case should meet the modern needs and requirements of the audience, that is, be based on currently relevant information. The case should contain hidden ways of the correct decision and describe the details and aspects of the situation, thereby prompting students to take action.
An important indicator of the effectiveness of case technology is the close relationship between theory and practice. Thanks to this, favorable conditions arise for offering students to solve in a short time various, sometimes very difficult and complex, actual problems that are important for a future doctor.
There is no specific standard for presenting cases. Demonstration of cases is possible in printed form, multimedia and video form. Printed information or information on electronic media is easier to work with and analyze than information presented, for example, in audio or video versions; limited possibilities of multiple interactive viewing can lead to distortion of the primary information and errors. In case technology, there are a number of methods by which the teacher communicates a particular problem situation. There are the following methods: incident method; method of parsing business correspondence; game design; method of situational role-playing games; method of discussion; method of situational analysis (situational tasks and exercises, analysis of specific situations (case studies)) Each teaching method has its own technological
features that distinguish it from all others. However, despite this, there is a common feature - the use of each of these methods teaches students to interact with each other and directly with the teacher. According to the type of tasks, cases are divided into case-case, case-exercise and case-situations. A case-case can be used to lay out medical biology, medical genetics in order to illustrate a disease, to justify diagnostic methods. The case-exercise provides the student with the opportunity to apply the acquired skills in practice and is most often used where it is necessary to carry out differential diagnosis of diseases. The most common today is the situa-tional analysis method, which allows a deep and detailed study of the problem, that is, the analysis of specific situations is a deep study of the real In the case-situation, atypical problems are most often used, where the complications of the underlying disease are presented, where the decision-making algorithm in a specific situation is trained on a specific example. The case situation, as a rule, takes a lot of time to get acquainted, therefore, preliminary preparation at home and work with literature in the library is desirable.
Complex cases and mini-cases are distinguished by the volume and structure of information. The method of cases consists of two phases. The first phase includes planning a case, creating a case, formulating questions for analyzing the clinical situation in a case, developing methodological support for students in analyzing a case and preparing for discussion, methodological support for a practical lesson on the application of the case method. The second phase is the direct activity of the teacher when discussing the case in the classroom (introductory speech, organizing a discussion or presentation, ensuring a business mood in the classroom, assessing the individual contribution of students to analyzing the situation, ensuring the organization of work in small groups of students and mutual exchange of information, summing up, final word.
To establish constructive interaction, it is necessary for the teacher to choose the right sources for formulating the case. The main sources of the case-study method are life, education and science. Public life in all its diversity is the source of the plot, problem and factual base of the case. Education is another source. It defines the goals and objectives of training and education, integrated into the case method and other methods of teaching and education. Science is the third source of the case as a reflective complex. It defines two key methodologies that are driven by analytical activities and systems approach, as well as many other scientific methods that are integrated into the case and its analysis process.
The ideas of the case method are quite simple:
1. The method is designed to gain knowledge in disciplines in which the truth is pluralistic, that is, there is no unambiguous answer to the question posed, but there are several answers that can compete in the degree of truth; the task of teaching at the same time immediately deviates from the classical scheme and is focused on obtaining not only, but many truths.
2. The emphasis of teaching is shifted not to the mastery of ready-made knowledge, but to its development, to the co-creation of a student and a teacher;
hence the fundamental difference between the case method and traditional methods - democracy in the process of acquiring knowledge, when a student is essentially equal with other students and a teacher in the process of discussing a problem.
3. The result of applying the method is not only knowledge, but also the skills of professional pedagogical activity.
4. The technology of the method is as follows: according to certain rules, a model of a specific situation that has occurred in real life is developed, and the complex of knowledge and practical skills that students need to acquire is reflected; in this case, the teacher acts as a leader, generating questions, fixing answers, supporting the discussion, that is, in the role of a manager of the co-creation process.
5. The result of the application of the method is not only the acquisition of knowledge and the formation of practical skills, but also the development of a system of values of students, professional positions, attitudes, a kind of professional attitude.
6. The case method overcomes the classic defect of traditional teaching associated with "dryness", the unemotionally of the presentation of the material - there are so many emotions, creative competition and even struggle in this method that a well-organized discussion of the case resembles a theatrical performance.
Special attention should be paid to the algorithm of the teacher's and student's work on the case, which includes the following stages: Preparatory stage. The teacher prepares the situation, additional information materials, determines the lessons in the subject system.
Introductory stage.
1. Introduction to the situation of students. Description of the situation. Engaging participants in a lively discussion of the real situation.
2. Glossary (clarification of the essence of the key concepts of the case).
Analytical stage.
1. Awareness and formulation of the problem based on the interpretation of the situation.
2. Identification of the causes of this problem. 3. Development of various methods of action in this situation (options for solving the problem).
Final stage. Selection of the best solution based on the analysis of the positive and negative consequences of each.
Therefore, it can be argued that case technologies contribute to the socialization of modern youth by focusing on the formation of skills, namely, such as: analytical, practical, creative, communicative, social, introspection.
Conclusions: Thus, it is necessary to determine the effectiveness of teaching using the case-method is obvious, the pedagogical potential of the case-method is much greater than that of traditional teaching methods. The case method continues to be one of the most productive innovative methods. The student is given the opportunity to test theory in practice, to activate his abilities, to think creatively. With the help of the case method, future teachers have the opportunity to study complex professional issues, improve themselves, acti-
vate "passive" and insecure students, develop the ability to highlight problems, analyze and develop action programs, which will allow in the future to act in a balanced way in a real situation. This is what contributes to the establishment of pedagogical interaction and its implementation on a constructive basis. With the help of modern innovative technologies, it is possible to achieve an effective result in the development of personal qualities in the process of mastering knowledge, abilities, and skills.
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ФОРМИРОВАНИЕ ТВОРЧЕСКИХ СПОСОБНОСТЕЙ СТУДЕНТОВ ВУЗА В ПРОЦЕССЕ ПЕДАГОГИЧЕСКОГО СОТРУДНИЧЕСТВА
Мартынова Н.В.
Тихоокеанский государственный университет, кандидат педагогических наук, доцент кафедры дизайна, ДПИ и этнокультуры
Мартынов В.В.
Тихоокеанский государственный университет, доцент кафедры дизайна, ДПИ и этнокультуры
FORMATION OF CREATIVE ABILITIES OF STUDENTS OF THE UNIVERSITY IN THE COURSE
OF PEDAGOGICAL COOPERATION
Martynova N.
Pacific National University Candidate of pedagogical sciences, Associate professor of design, arts and crafts, and ethno culture,
Martynov V.
Pacific National University, Associate professor of design, arts and crafts, and ethno culture
Аннотация
Данная статья посвящена проблеме педагогики сотрудничества, как наиболее эффективном ответе традиционным методам современного обучения. Авторы статьи утверждают, что педагогика сотрудничества - это целостный процесс по стимулированию познавательной активности студента с целью развития его профессиональных навыков. Можно выделить главные направления в педагогике сотрудничества: гуманно-личностный подход, дидактический активизирующий и развивающий комплекс, концепция воспитания, педагогизация окружающей среды. В статье предложена система методов, каждый из которых обладает особыми характеристиками. В процессе совместной деятельности педагога и студента в ходе выполнения курсового или дипломного проекта, наиболее эффективно реализуется процесс развития творческого мышления студента, приобретаются умения слушать и слышать собеседника, учитывать критику и делать соответствующие выводы. В процессе педагогического сотрудничества достигается главная цель - развитие творческих способностей каждого обучающегося, что создает условия для социального признания личности студента. В вязи с этим педагогическое сотрудничество по праву должно занять соответствующее место в конструктивно-прогностической деятельности педагога университета, что позволит ему осуществить выбор оптимального способа деятельности и индивидуального подхода в обучении каждого студента.
