Nowadays the necessity of implementation of new learning technologies in medical education is considered more and more actively. These technologies allow to move from the teacher-centered approach, which is based on the directive style of learning programs mainly because they are overloaded by lectures, to the student-centered approach which suggests more active educational technologies, such as problem-based learning. The principal ground of education in medicine is aimed mainly at receiving a new information but not at development of practical skills so the compliance between the educational and professional activities, knowledge and skills becomes the essential divergence instead. The experience obtained in different countries allows consider the problem-based learning as the most effective educational technology. It's main principle is a self-directed learning via active group work and supportive, stimulative and facilitative activity of a teacher. In these circumstances the acceptance of new knowledge becomes easier the students this process has internal stimuli while the proper group process supports the carrying out this motive. Key words of this approach are “find, create, master”. These principles are fulfilled in the creation of skills which are necessary for the successful practice. Among the skills to be developed here are hard - skills and especially soft - skills, related to a creativity, competence in communication, cooperation in a team, cognitive flexibility, the ability to cope the emotional arousal in the work etc. The effectiveness of a problem-based learning helps to solve the tasks, related to the medical staff education and training and could be essentially increased while using the new information technologies. The active learning makes the process of acceptance and mastering of knowledge and skills more individually based. The paper presents the reasons for the advanced implementation of the problem-oriented learning into the structure of the postgraduate medical studies. The psychological aspects of this process, methods and stages are described. The role of a teacher in this process and the core aspects of the carrying out of the problem-oriented learning are analyzed.
Comparison of the opinions working with the children of psychologists of Volgograd region concerning the provision of psychological assistance to children with early childhood autism in the 10-year interval (2009–2019) showed the ongoing institutionalization of this social practice, although not intensive enough. However, the COVID-19 pandemic, which began in early 2020, made it virtually impossible to provide psychological support to children with the disorder, due to numerous factual and subjective factors. It was concluded that regional medical and social services needed to be particularly proactive in providing support to vulnerable categories of persons (in particular, with regard to psychological support for children with early childhood autism).
Analysis of 830 cases of psychological assistance to victims of emergency situations from 2013 to 2018 in the Volgograd region showed the effectiveness of its organization and activities.
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