Formulation of the problem. The article considers the problem of valeological (health saving) competence formation in non-medical students. Health saving competencies are based on a healthy lifestyle, safe behavior practices and the ability to provide emergency pre-hospital care to victims in critical situations. The formation of valeological competence in non-medical takes place during the study of valeological disciplines (including "Fundamentals of Medical Knowledge", "Health Pedagogy" and others) in higher education institutions (HEI). Since the spring of 2019, the teaching of these disciplines is forced to take place in distance form. The purpose of the article. To compare the formation of valeological competence in students of the same educational level who were trained in a standardized valeological program in conditions of classroom and distance learning. Research methods. The study used methods: qualimetric and expert assessments – to form a factor-criterion model of valeological competence, pedagogical experiment and mathematical statistics – to calculate and compare the results of the formation of valeological competence, randomization – to form comparison groups. The main results of the study. It is established that valeological competence and the vast majority of its components (13/14) are better formed during classroom training. Thus, a high level of competence (75–100%) was reached by 14.4% of students who studied in the classroom form (offline), and only 10.1% of students who studied in the distance form (online). Possible reasons for this difference are the need to conduct classroom classes (trainings, role-playing games, emergency training) and higher initial level of knowledge of human anatomy and physiology in students who have undergone classroom training. Conclusions. It is concluded that it is necessary to return to classroom learning after the end of the COVID-19 pandemic in the world and the war in Ukraine for more successful formation of valeological competence in non-medical students.
Formulation of the problem. A modern specialist with a higher education, in addition to the required level of professionalism, should be able to negotiate, prevent and resolve conflicts, find an approach to each employee, and the basis for this should be his ability to have a high level of communication culture (the required level of communicative competence). All this has a corresponding effect on the future professional activity and competitiveness of graduates of higher education institutions. The purpose of the article is: determine the theoretical aspects of the formation of a culture of communication and substantiate the need for the formation and development of a culture of communication of future specialists with higher education. Research methods: analysis of psychological, pedagogical and educational and methodological sources of information, as well as legal acts on professional communication and communicative competence of higher education applicants – to determine the level of attention to the problem of communication culture of higher education applicants in the context of the formation of communicative competence in higher education institutions and creation of a theoretical basis for the study; empirical – testing students of different specialties in order to identify the real level of communication culture; conducting conversations with students and scientific and pedagogical workers on the topic of research. The main results of the study. The personal culture of communication of a specialist with higher education is a kind of component of his image and competence, regardless of age, who he is by profession, and what position he holds. Based on the fact that the culture of communication is mandatory in the general cultural and practical plane of training future specialists with higher education, the list of competencies that should be formed in a graduate of a higher education institution was revised in accordance with the methodological recommendations for the development of higher education standards. Based on this, a generalized list of competencies is given, in which communicative competencies are identified that have a direct connection with the culture of professional communication. In the course of the study, an anonymous survey of students was conducted on the basis of three tests: «Are you prone to empathic listening?», M. Snyder's test: «Can you listen?» and «Your communication style» to determine the importance of forming and developing a culture of communication among students. Processing of test results showed that 10% of students are aggressive and unbalanced, often being excessively cruel towards other people; 30% are overly peaceful, due to lack of self-confidence; 60% are moderately aggressive. Conclusions. The level of communication culture of future specialists with higher education is insufficient and does not meet the stated requirements of the Ministry of Education and Science of Ukraine. This is especially true for future specialists with higher education in the «person-to-person» system, because their further activities are based directly on communication. A high level of communication culture is a competence that is relevant and insufficient for many, which must be formed and developed along with special (professional, subject) competencies.
The article deals with the problem of self-diagnostic of the competence of a scientific-pedagogical worker: aspect of educational work. Based on the analysis of approaches to monitoring in education and diagnostic in education, it was found that the interest in the issues of quality of higher education, objective assessment of the activities of subjects and structural units of higher education, as well as innovative approaches to the management of quality of education, in particular, through the management of quality of activities of scientific and teaching staff is growing. On the basis of scientific generalizations and the results of empirical studies, significant signs of monitoring and diagnostics in higher education system are highlighted and it is determined that educational monitoring and diagnostic in higher education should be considered as a kind of regular observation process using certain signs, indicators, criteria, factors and scales. On view of the analysis of information sources, it was found that pedagogical diagnostic is used in such objects of educational environment as: training sessions; individual work of students; teaching methods; curricula and programs; forms of education; technology of organization of the educational process; schedule of classes; qualimetry of teachers; study of advanced teaching experience; methodical work; practical training, etc. Namely here it gives a tangible increase in efficiency. The essence of the concept of “self-diagnostic of educational work of a scientific-pedagogical worker” is formulated. Taking into account the worked out sources of information and own pedagogical experience, as well as interviews with students, the key directions of self-diagnostic of the educational work of a scientific and pedagogical worker are determined. Four key organizational and pedagogical conditions for self-diagnostic of a scientific-pedagogical worker in educational work are stated. The methodology of self-diagnostic of a scientific-pedagogical worker for educational work is substantiated. A questionary of an anonymous survey of students on self-diagnostic of the state of educational work by a scientific-pedagogical worker is presented. The main ways of improving the skill of a scientific-pedagogical worker in educational work are determined on the basis of the results of anonymous questioning of students.
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