The analysis of pedagogical technologies efficiency in the professional training of medical specialists

Authors

DOI:

https://doi.org/10.15587/2519-4984.2022.254833

Keywords:

modern pedagogical technologies, medical education, professional training, nursing

Abstract

The formation of professional readiness of graduates through the development and improvement of the professional education system is an important criterion for a medical specialist. It is achieved by introducing modern pedagogical technologies into the educational process. The key to the formation of professional readiness of graduates is the use of interactive teaching methods, technologies of a person-oriented approach, formation of students’ communication skills, contextual, imitation and problem-search methods, close cooperation of higher medical education institutions with clinical practice bases, information support, postgraduate training of teachers and graduates of educational institutions, adaptation to new market conditions.

Based on the conducted research, the following can be concluded: the effectiveness of the application of modern pedagogical technologies in the professional education of medical specialists has prospects for its development, forms a competitive and popular specialist in the labor market; medical education is one of the professional education types and contains a system of knowledge, skills, worldview and behavioral qualities of an individual; the main components for improving the formation of professional training of graduates are clinical training, innovative training methods, support for graduates in the workplace, self-education, motivation, readiness for continuous training and professional development; in the structure of professional training, the most important is psychological readiness of graduates of educational institutions, determined by the mood of the specialist’s psyche and spiritual forces to solve professional problems and perform professional duties. The scientific originality of the obtained research results is determined by the fact that the paper presents an analysis of the effectiveness of modern pedagogical technologies in the training of students of graduation groups of specialty 223 Nursing, in order to estimate the degree of importance of mastering their professional skills for their successful professional activity and assessment by graduates of their knowledge, skills and abilities necessary in the future for high-quality performance of professional tasks

Author Biography

Iryna Radziievska, Cherkasy Medical Academy

PhD

Department of Fundamental Disciplines

References

  1. Artyomenko, V. V., Semchenko, S. S., Yehorenko, O. S., Novikov, D. A., Karakonstantin, D. F., Berlinska, L. S. (2015). Simulation medical education: international and national experience. Odeskij medicnij zurnal, 6 (152), 67–74. Available at: http://journal.odmu.edu.ua/?p=3844
  2. Kasianova, O. M., Bodnia, K. I. (2017). Symuliatsiine navchannia v pisliadyplomnii medychnii osviti: teoretychnyi i praktychnyi aspekty. Problemy bezperervnoi medychnoi osvity ta nauky, 1, 10–15.
  3. Kriuchko, T. O., Kushnereva, T. V., Kharshman, V. P. (2018). Metodolohiia symuliatsiinoho navchannia. Aktualni pytannia kontroliu yakosti osvity u vyshchykh medychnykh navchalnykh zakladakh. Poltava: Ukrainska medychna stomatolohichna akademiia, 136–137.
  4. Starets, O., Kotova, N., Loseva, K., Fedorenko, O. (2018). Experience of the implementation of simulation learning and a universal approach to assessing, recognizing and stabilizing life-threatening conditions in children. Clinical Anesthesiology and Intensive Care, 1 (11), 93–102. doi: http://doi.org/10.31379/2411.2616.11.1.7
  5. Ilashchuk, T. O., Mikulets, L. V. (2017). Simulation learning technologies during study propaedeutic of internal diseases. Medical Education, 2, 9–11. doi: http://doi.org/10.11603/me.2414-5998.2017.2.7882
  6. Zhukova, T. O., Vasko, L. M., Pochernyaeva, V. F., Marchenko, V. Y., Udaltsova-Grodzinska, K. O. (2020). Simulation training as a basic platform of modern education. Bulletin of Problems Biology and Medicine, 4 (158), 222–224. doi: http://doi.org/10.29254/2077-4214-2020-4-158-222-224
  7. Korda, M. M., Shulhai, A. H., Zaporozhan, S. Y., Kritsak, M. Y. (2017). Simulating learning in medicine part in the preparation of a specialist. Medical Education, 4, 17–20. doi: http://doi.org/10.11603/me.2414-5998.2016.4.7302
  8. Onello, R., Regan, M. (2013). Challenges in High Fidelity Simulation: Risk Sensitization and Outcome Measurement. OJIN: The Online Journal of Issues in Nursing, 18 (3). doi: http://doi.org/10.3912/ojin.vol18no03ppt01
  9. Hegland, P. A., Aarlie, H., Strømme, H., Jamtvedt, G. (2017). Simulation-based training for nurses: Systematic review and meta-analysis. Nurse Education Today, 54, 6–20. doi: http://doi.org/10.1016/j.nedt.2017.04.004
  10. Chua, W. L. (2017). Simulation training appears to improve nurses ability to recognise and manage clinical deterioration. Evidence Based Nursing, 20 (4), 122–123. doi: http://doi.org/10.1136/eb-2017-102742
  11. Kim, J., Park, J.-H., Shin, S. (2016). Effectiveness of simulation-based nursing education depending on fidelity: a meta-analysis. BMC Medical Education, 16. doi: http://doi.org/10.1186/s12909-016-0672-7
  12. Escudero, E., Silva, M., Corvetto, M.; Durmuş, S. Ç. (Ed.) (2019). A Training Resource for Quality Care and Improving Patient Safety. Nursing – New Perspectives. doi: http://doi.org/10.5772/intechopen.88918
  13. Mohamed, S. A., Fashafsheh, I. H. (2019). The Effect of Simulation-Based Training on Nursing Students’ Communication Skill, Self-Efficacy and Clinical Competence for Nursing Practice. Open Journal of Nursing, 9 (8), 855–869. doi: http://doi.org/10.4236/ojn.2019.98064
  14. Aebersold, M. (2018). Simulation-Based Learning: No Longer a Novelty in Undergraduate Education. OJIN: The Online Journal of Issues in Nursing, 23 (2). doi: http://doi.org/10.3912/ojin.vol23no02ppt39
  15. Gutierrez, F. (2020). The World Needs More Practice-Ready Health Professionals: Here’s How Higher Ed Can Help. Impakter. Available at: https://impakter.com/more-practice-ready-health-professionals-heres-how
  16. Merga, M. (2016). Gaps in work readiness of graduate health professionals and impact on early practice: Possibilities for future interprofessional learning. Focus on Health Professional Education: A Multi-Professional Journal, 17 (3), 14–29. doi: http://doi.org/10.11157/fohpe.v17i3.174
  17. Pate, K. A., Pate, A. N., Sampognaro, L. A., Brady, J. H., Caldwell, D. J. (2017). Design, implementation, and evaluation of an online elective course on current topics in pharmacy. Currents in Pharmacy Teaching and Learning, 9 (4), 528–536. doi: http://doi.org/10.1016/j.cptl.2017.03.008
  18. Nataliia, L., Liudmyla, I., Mykhailivna, D. N., Ivanna, V., Olha, Y., Ivanivna, B. S. (2021). Moodle Innovation Learning Technology for Medical Education: From Theory to Practice. Journal of Pharmaceutical Research International, 33, 245–260. doi: http://doi.org/10.9734/jpri/2021/v33i59a34269
  19. Sapelnikova, N. L., Reshetova, G. I. (2018). Vocational education and career guidance as a tool for forecasting and regulating the labor market. Economy and Society, 19, 919–926. doi: http://doi.org/10.32782/2524-0072/2018-19-138
  20. Hur, Y., Cho, A. R., Song, E. J., Kim, S. (2018). Evaluation of a systematic career coaching program for medical students in Korea using the Career Readiness Inventory. Journal of Educational Evaluation for Health Professions, 15. doi: http://doi.org/10.3352/jeehp.2018.15.10
  21. Bartosiewicz, A., Łuszczki, E., Różański, A., Nagórska, M. (2019). Analysis of Determinants of Readiness for Professional Development Among Polish Nurses. International Journal of Environmental Research and Public Health, 16 (10), 1800. doi: http://doi.org/10.3390/ijerph16101800
  22. Dronenko, V. V. (2018). Investigation of the process of forming the communicative competence of the future physicians. Medical Education, 4, 41–47.
  23. Mikhailiuk, Iu. V., Khriptovich, V. A., Manulik, V. A. (2015). Formirovanie kommunikativnoi kompetentnosti u studentov meditcinskogo vuza (teoreti-cheskie i prakticheskie aspekty). Minsk: BGMU, 68.
  24. Uvarkina, O. V. (2003). Komunikatyvna kultura yak faktor formuvanniaosobystosti studenta-medyka. Informenerhetyka III tysiacholittia: sotsioloho-synerhetychnyi ta medyko-ekolohichnyi pidkhody. Kyiv: Kryvyi Rih, 2, 156–157.
  25. Exploring the ACGME Core Competencies. (2016). NEJM Knowledge+: web-site. Available at: https://knowledgeplus.nejm.org/blog/exploring-acgme-core-competencies
  26. Ramirez, A., Graham, J., Richards, M., Gregory, W., Cull, A. (1996). Mental health of hospital consultants: the effects of stress and satisfaction at work. The Lancet, 347 (9003), 724–728. doi: http://doi.org/10.1016/s0140-6736(96)90077-x
  27. Rozhko, M. M., Ersteniuk, H. M., Kapechuk, V. V., Ivantsiv, M. O., Senchii, V. M. (2016). Competence approach in training of medical students. Medychna osvita, 2, 102–106. doi: http://doi.org/10.11603/me.v0i2.6226
  28. Perera, H. J. M. (2015). Effective Communication Skills for Medical Practice. Journal of the Postgraduate Institute of Medicine, 2. doi: http://doi.org/10.4038/jpgim.8082
  29. Ferreira-Padilla, G., Ferrández-Antón, T., Baleriola-Júlvez, J., Braš, M., Đorđević, V. (2015). Communication skills in medicine: where do we come from and where are we going? Croatian Medical Journal, 56 (3), 311–314. doi: http://doi.org/10.3325/cmj.2015.56.311
  30. Warnecke, E. (2014) The art of communication. Australian Family Physician, 43 (3), 156–158. Available at: https://www.racgp.org.au/afp/2014/march/art-of-communication
  31. Madalieva, S. Kh., Ernazarova, S. T., Kudaibergenova, A. Zh. (2016). K voprosu ob organizatcii razvitiia kommunikativnoi kompetentnosti u studentov-medikov. International Journal of Experimental Education, 2, 334–337.
  32. Shevchenko, A. M. (2016). Metodychne zabezpechennia vidboru uchnivskoi molodi do vyshchykh navchalnykh zakladiv pedahohichnoho profiliu. Kyiv: Instytut pedahohichnoi osvity i osvity doroslykh imeni Ivana Ziaziuna.
  33. Polozhennia pro systemu bezperervnoho profesiinoho rozvytku fakhivtsiv v systemi okhoronyz dorov’ia (2018). Postanova Kabinetu Ministriv Ukrainy No. 302. 28.03.2018. Available at: https://zakon.rada.gov.ua/laws/show/302-2018-%D0%BF#Text

Downloads

Published

2022-03-31

How to Cite

Radziievska, I. (2022). The analysis of pedagogical technologies efficiency in the professional training of medical specialists. ScienceRise: Pedagogical Education, (2(47), 35–43. https://doi.org/10.15587/2519-4984.2022.254833

Issue

No. 2(47) (2022)

Section

Pedagogical Education

License

Copyright (c) 2022 Iryna Radziievska

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Our journal abides by the Creative Commons CC BY copyright rights and permissions for open access journals.

Authors, who are published in this journal, agree to the following conditions:

1. The authors reserve the right to authorship of the work and pass the first publication right of this work to the journal under the terms of a Creative Commons CC BY, which allows others to freely distribute the published research with the obligatory reference to the authors of the original work and the first publication of the work in this journal.

 2. The authors have the right to conclude separate supplement agreements that relate to non-exclusive work distribution in the form in which it has been published by the journal (for example, to upload the work to the online storage of the journal or publish it as part of a monograph), provided that the reference to the first publication of the work in this journal is included.