The article highlights the new approach to teaching a foreign language to medical students as a reasonable mixed method of traditional teaching and the use of modern technologies. Teaching process at higher medical educational institutions is based on innovative didactic technologies, mechanisms and procedures. Many theories suggest implementation of combined classroom and online teaching called blended or hybrid learning. The aim of this investigation is to develop practical recommendations for successful integration of blended learning with traditional teaching medical students at the Danylo Halytsky Lviv National Medical University. Web-based technology stimulates and promotes self-learning, keeps the learner at the centre of the learning process using personality-oriented and technology-mediated approaches. E-learning promotes autonomy and motivates students to learn throughout the life performing specific tasks before or after classroom learning. The research involved 47 groups of students studying General Medicine at Danylo Halytsky Lviv National Medical University (602 second-year students, 2017-2018 academic year). The experiment consisted of 40% of e-learning and 60% of classroom teaching. Assessing performance, we concluded that students' academic performance results improved from 15% to 23% depending on the language skill due to the integration of blended learning strategies into the teaching process. Blended learning also assists students to choose and interpret required tasks, to assess cases related to future medical profession, and to apply compulsory information, which requires proficiency and practical skills.
The leading aim of medical education is to develop an individual's ability of creative and critical reasoning, to comprehend new experience based on the methods of educational and research activity. Requirements in medical education, curriculum structure, criteria, teaching methodology, and nature of programs vary worldwide. However, curricula are usually divided into compulsory and elective pre-clinical and clinical subjects. Electives can contribute to professional and personal development of medical students in specific areas of interest outside of the standard curriculum. Elective courses can be referred to two main types: subject-oriented, which enable students to develop their own cognitive interests in the chosen area, get profound knowledge in the sphere of interest as well as to form skills for important practical tasks; interdisciplinary, the aim of which is to take knowledge and methods of one discipline and apply them in another one to provide more profound learning experience and broader perspectives. On the other hand, electives are thought to be less regulated and monitored than compulsory disciplines, thus having less benefit for students.
The article deals with the issues of developing students’ creative skills at medical educational institutions. Intensification of students’ creative potential occurs through the formation of thinking, research and communication skills, ability to interact with information means and technologies. Second-year students of General Medicine Faculty were involved in the experiment at Danylo Halytsky Lviv National Medical University in Ukraine. Experimental and control groups included 172 students in each one. We singled out two groups: a control group – training based on the available basic course “Professional English in Medicine” and an experimental group – training based on a combination of two courses: the basic course “Professional English in Medicine” and the elective course “Special Medical Terminology”. Homogeneity of the control and experimental groups was checked using Student’s t-test. Testing 0-hypothesis showed no significant differences between samples for the reliability level 0.05 (5% probability). At the first stage of the experimental study, students’ performance was considered at the beginning of the experiment in the control and experimental groups. Students were divided into three levels: high (82–100 points), medium (64–81 points) and low (50–63 points). Certainty of differences between groups was tested using Pearson’s chi-squared test (χ2), according to which the critical value was = 5.991, and the corresponding empirical value = 0.414. Thus, any differences between the results of the control and experimental groups are random variations with a probability of less than 5%, and, therefore, the samples are homogeneous by the research indicator. Verification of reliability of the obtained results in improving the level of creativity in students was checked by Pearson’s chi-squared test (χ2), according to which the critical value equaled 5.991 and the corresponding empirical value = 6.11. Thus, any differences between the results of the control and experimental groups are with a probability of less than 5% and based on the result of introduction of an active pedagogical factor into the educational process, and, therefore, the difference between the control and experimental groups is expected for the studied indicator. To define creative abilities, we used Joy Paul Guilford’s parameters and factors for interpreting variations in creativity: sensitivity to problems; flexibility and fluency; originality; synthesis, analysis; reorganizing or redefining; complexity and evaluation; to determine verbal aspect of students’ creativity, we applied the techniques suggested by Walther Moede and Sarnoff A. Mednick. All students performed significant improvement in the ability to generate a lot of ideas; they also showed a steady increase in such forms of creativity as sensitivity to problems, flexibility and fluency. Slight increase was noticed in reorganizing or redefining, complexity and evaluation. The students’ ability to solve problems by realization of relevant analytical and synthetic operations must be taken into consideration while developing creativity and creative communication of medical students.
Анотація. Іноваційна парадигма медичної освіти як невід'ємна складова медичних послуг забезпечує підготовку фахівців сучасного покоління-медиків з високим рівнем сформованості особистісної і професійної культури та широким світоглядом. Соціально-гуманітарні дисципліни відіграють вирішальну роль у формуванні особистості нового тисячоліття-лікаря сучасної генерації з високим інтелектуальним і культурним потенціалом. Основоположною метою сучасної вищої освіти є розвиток соціально значущих якостей майбутніх фахівців медицини, які формуються у процесі навчання і виховання. Саме освітньовиховна діяльність медичних вишів повинна базуватися на компетентнісно-орієнтованому, когнітивному і культурологічному підходах з урахуванням комунікативної компетентності. Ключові слова: соціально-гуманітарні дисципліни, студенти-медики, формування особистості, діалогічна взаємодія. New standards of training doctors-specialists of a new generation O. S. Isayeva, M. Yu. Shumylo Abstract. A modern paradigm of medical education as an integral part of medical services ensures the training of specialists of a new generationdoctors with a high level of personal and professional culture formation and comprehensive viewpoint. A fundamental goal of modern higher education is the development of socially significant qualities of future medical specialists, which are formed in the process of education and upbringing. Social and humanitarian disciplines play a crucial role in the formation of the personality of a new millenniuma doctor of modern generation with high intellectual and cultural potential. Educational and tutorial activities of medical universities in Ukraine should be based on competency-oriented, cognitive and cultural approaches, taking into account communicative competence.
W artykule przedstawiono perspektywy reformy szkolnictwa wyższego na Ukrainie zgodnie ze standardami europejskimi i amerykańskimi. Główne cele, które mają być realizowane przed 2025 r. to: poprawa jakości edukacji medycznej; aktualizacja treści edukacyjnych na podstawie osiągnięcia współczesnej nauki medycznej i medycyny opartej na dowodach. Dlatego nowe standardy edukacji muszą zostać opracowane, określone i oficjalnie zatwierdzone, biorąc pod uwagę zalecenia Światowej Federacji Edukacji Medycznej. Celem reform w szkolnictwie wyższym jest stworzenie ujednoliconych kryteriów, metodologii i systemów kontroli, a także wzajemne uznanie dyplomów ukończenia studiów wyższych i promowanie mobilności akademickiej studentów i wykładowców. W 2017 r. przyjęto szereg ustaw reformatorskich mających na celu przekształcenie systemu opieki zdrowotnej na Ukrainie. Innowacje te potwierdzają znaczenie podniesienia wymagań wstępnych dla kandydatów na wyższe uczelnie medyczne.
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