Роль Зворотного Зв’язку Зі Слухачами-Анестезіологами В Оцінці Викладача

Abstract

In order to increase the level of educational services, the cycles of thematic advanced training and internship of anesthesiologists and intensive care physicians at the Shupyk National Medical Academy of Postgraduate Education in 2019–2020, a sociological survey was conducted (48 people). The answers of the respondents showed that one of them (0.20 %) assessed the acquired knowledge as satisfactory, 22 (45.83 %) — as the level of acquired necessary knowledge and skills. Sixteen (33.33 %) respondents evaluated as the level of implementation of the acquired knowledge in the workplace and 16 (33.33 %) — the level of impact on the outcome of treatment. Respondents indicated priority elements in the skills of the lecturer: the organizer skills of collective and individual trainees’ activities — 11 (22.91 %), the skills of persuasion — 5 (10.41 %), the skills of knowledge transfer and experience modeling — 40 (83.33 %), the skills of teaching technique — 14 (29.16 %). Among the important personal traits of the lecturer, anesthesiologists identified the following: openness — 28 (58.3 %), friendliness — 21 (43.75 %), sense of humor — 22 (45.83 %) and the presence of feedback from him — 35 (72.91 %). Among the important personal characteristics of the teacher, anesthesiologists identified the following: professional values and personal qualities — 26 (54.16 %), professional knowledge — 29 (60.41 %), professional qualities — 11 (22.91 %), professional actions — 15 (31.25 %). Among others, the respondents indicated the most important element of the lecturer’s pedagogical technique: culture of communication with students — 30 (62.5 %), self-regulation of technical activities — 8 (16.66 %), holding the audience attention — 36 (75 %), expressive feelings — 9 (18.75 %), language proficiency — 15 (31.25 %). Respondents indicated the most important requirements for pedagogical tea-ching techniques: the art of dressing — 4 (8.33 %), controlling the body — 4 (8.33 %), facial expressions and gestures — 7 (14.58 %), the formation of speech culture — 19 (39.58 %), the development of optimal style in educational activities — 15 (31.25 %), the ability to skillfully and appropriately perform certain didactic operations — 33 (68.75 %), the ability to manage own mental state and the state of students — 14 (29.16 %). Among the traits of successful lecturers, respondents indicated: the ability to make a pleasant impression and gain the trust of the group — 15 (31.25 %), the ability to state a merit and praise a person if he did something good — 8 (16.66 %), sociability, ability to group people and to formulate mutual respect and trust with students — 34 (70.83 %), the ability to give the opportunity to express themselves to all participants — 22 (45.83 %), the ability to notice the communicative problems of participants — 9 (18.75 %), to be enthusiastic about their work and subject of teaching — 16 (33.33 %), to be flexible to the needs of participants — 15 (31.25 %), to have knowledge on the essence of the subject — 25 (52.08 %). Respondents consider the following to be important characteristics of teaching lecture material: accessibility of teaching material — 26 (54.16 %), illustrativeness — 13 (27.08 %), theoretical orientation — 17 (35.41 %), practical significance — 29 (60.41 %), giving examples from practice — 29 (60.41 %), consistency and sequence of presentation of the material on the topic — 24 (50 %), satisfaction with answers to questions — 8 (16.66 %), the novelty of the material — 15 (31.25 %), the usefulness of the material — 20 (41.66 %), the individuality of the lecturer — 5 (10.41 %), dialogue with students — 21 (43.75 %), ethics of the lecturer’s behavior — 5 (10.41 %). Among the methods of non-verbal contact between the teacher and the trainees, the respondents consider the following as important: the first impression of the lecturer — 14 (29.16 %), constant visual contact of the lecturer with students — 21 (43.75 %), movement in the audience, energy of the lecturer — 14 (29.16 %), does he approaches the listener when answering his questions or making a comment — 4 (8.33 %), does the teacher have movements and gestures that distract the listeners — 5 (10.41 %), the lecturer uses table and chairs limitedly — 2 (4.16 %), enthusiasm of the lecturer — 31 respondents (64.58 %). Feedback from anesthesiology students is important because it allows you to identify trends in lecturer evaluation.