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Функція тьютора у професійній підготовці майбутніх магістрів стоматології в умовах дистанційної форми навчання і екстремальних викликів сьогодення
Full text linkThe relevance of the research is due to the growing diversity of forms, pedagogical technologies in conducting the educational process and the evolution of the role of scientific and pedagogical workers in higher education institutions.
In higher education, which is developing in the conditions of globalization and internationalization of society, there is an active introduction of pedagogical technologies of distance training and tutoring, updated for modern life conditions and information environment.
The extreme challenges of today - the spread of the Covid-19 pandemic and the beginning of the aggressive war by russia in Ukraine have caused forced organizational changes in the educational process in higher education institutions. The face-to-face form of education has become practically impossible throughout the territory of Ukraine, which actualized distance technology, which was used for a long time in a rather limited way, in particular, in medical education. This required education seekers to independently master the thematic materials, and the traditional function of the teacher acquired the characteristics of mentoring and tutoring.
One of the key issues of the introduction of distance pedagogical technology in medical education remains its low effectiveness in forming the praxeological component of professional competence, which is basic for a future doctor, and especially for a dentist. In addition, functional changes in teachers’ work that approaches tutoring methodically and psychologically need to be defined.
The organization of the educational process in Ukrainian higher education institutions became critically complicated in the conditions of the rapid spread of the Covid-19 pandemic, and special conditions were added with the beginning of the full-scale russian invasion of Ukraine in February 2022. It is these factors that actualized the distance form in medical education, which was used in a rather limited way in the past. Therefore, the traditional role of the teacher changes to a mentor - a tutor who mainly helps the future specialist to master the educational material on his/her own.
An important unresolved issue remains the implementation of distance training technology and tutoring related to it under modern conditions in medical education, which is based on the praxeological component of professional competence, and how should a teacher transform methodically and psychologically in order to be realized in the role of a competent tutor?
The results of the analysis of scientific sources and own experience give grounds for asserting that it is possible to draw only preliminary conclusions about the results of the introduction of the pedagogical technology of tutoring and distance training in medical higher education institutions of Ukraine. Students prefer face-to-face training even in extreme conditions. They consider the lack of clinical practice to be the biggest problem of distance training. Therefore, we consider the pedagogical technology of tutoring as an auxiliary component of the educational process for the individual correction of the student’s educational process in the conditions of distance education, which is acceptable mainly in extreme conditions, which include, in addition to global problems, temporary restrictions for attending an educational institution with personal reasons on the part of the student. Tutoring is available to the vast majority of classical teachers who adjust their activities by increasing the level of methodical competence and psychological readinessАктуальність дослідження обумовлена зростанням різноманіття форм, педагогічних технологій у проведенні освітнього процесу та еволюцією ролі науково-педагогічних працівників закладів вищої освіти.
У вищій освіті, яка розвивається в умовах глобалізації та інтернаціоналізації суспільства, спостерігається активне упровадження педагогічних технологій дистанційної освіти і тьюторства, оновлених для сучасних умов життєдіяльності та інформаційного се Covid-19редовища.
Екстремальні виклики сьогодення - поширення пандемії Covid-19 та початком захватницької війни росією України спричинили вимушені організаційні зміни освітнього процесу у закладах вищої освіти. Очна форма навчання стала практично неможливою на всій території України, що актуалізувало дистанцій технологію, яка до цього тривалий час використовувалася досить обмежено, зокрема у медичній освіті. Це потребувало від здобувачів освіти самостійного опанування тематичними матеріалами, а традиційна функція викладача набула ознак наставництва, тьюторства.
Одним із ключових питань упровадження дистанційної педагогічної технології у медичній освіті залишається її низька ефективність у формуванні праксеологічної складової професійної компетентності, яка є базовою для майбутнього лікаря, а надто – стоматолога. Крім того потребують визначення функціональні зміни у роботі викладача, робота якого методично і психологічно наближається до тьюторства.
Організація освітнього процесу в українських ЗВО критично ускладнилася в умовах стрімкого поширення пандемії Covid-19, а з лютого 2022 додалися особливі умови з початком повномасштабного вторгнення росії в Україну. Саме ці чинники актуалізували дистанційну форму навчання і у медичній освіті, яка у минулі часи застосовувалася досить обмежено. Відтак змінюється традиційна роль викладача на наставника - тьютора який, переважно, допомагає майбутньому фахівцю самостійно опанувати навчальний матеріал
Важливим невирішеним питанням залишається імплементація дистанційної технології навчання і пов’язаного з нею в сучасних умовах тьюторства у медичній освіті, яка базується на праксеологічній складовій професійної компетентності та як повинен трансформуватися методично і психологічно викладач, щоб реалізуватися у ролі компетентного тьютора?
Результати аналізу наукових джерел і власного досвіду дають підстави стверджувати, що можна підводити тільки попередні підсумки про результати упровадження педагогічної технології тьюторства і дистанційної форми навчання у медичних ЗВО України. Студенти надають перевагу очному навчанню навіть в екстремальних умовах. Найбільшою проблемою підготовки в дистанційному форматі вони вважають відсутність клінічної практики. Тому розглядаємо педагогічну технологію тьюторства як допоміжну складову освітнього процесу для індивідуальної корекції освітнього процесу здобувача освіти в умовах дистанційної форми навчання, яка є прийнятною, переважно в екстремальних умовах, до яких можна віднести окрім глобальних проблем, тимчасові обмеження з боку здобувача освіти відвідувати освітній заклад з особистих причин. Тьюторство доступне переважній більшості класичних викладачів, які коригують свою діяльність, підвищивши рівень методичної компетентності та психологічну готовніст
ФОРМУВАННЯ ІНТЕРКУЛЬТУРНОЇ КОМПЕТЕНТНОСТІ У МАЙБУТНІХ СТОМАТОЛОГІВ
Full text linkThis article discusses the formation of intercultural component of international professional competence of future dentists. The need for such studies is associated with increased numbers of foreign students, a splash of multiculturalism in society in general, and in higher medical schools, the process of active implementation of the principle of academic mobility in higher education in Ukraine.В статье рассматриваются проблемы формирования интеркультурной составляющей международной профессиональной компетентности будущих врачей-стоматологов. Необходимость такого исследования связана с повышением числа иностранных студентов, всплеском поликультурности как в обществе в целом, так и в высших медицинских учебных заведениях, процессом активного внедрения принципа академической мобильности в высшей школе Украины.У статті розглядаються проблеми формування інтеркультурної складової міжнародної професійної компетентності майбутніх лікарів-стоматологів. Необхідність дослідження пов’язана із зростанням полікультурності у суспільстві в цілому і вищих медичних навчальних закладів, зокрема, потребою активного упровадження принципу академічної мобільності у вітчизняній вищій освіті
Educational assesment in training of competent doctors in ukraine: problems and their decision
No full textIn article deals with the problem of the use of educational assessment in the training of future doctors in Ukraine. The key role of educational assessment in the improvement of the quality of higher medical education was defined. The basic stages of educational assessment methods in historical perspective are presented. Specifies, that educational assessment is one of the components of educationalexpertise. Analysis the use of the most common method of educational assessment – testing was found, that it plays an important but only supporting role in determining the level of formation of professional competence of future doctor. The successful experience of foreign countries indicates that for the increasing of objectiveness of the educational outcomes estimation need to get information from multiple information sources. Above all, to confirm the academic achievements of future doctors is necessary at first to base on their self- assessment. These data are supplemented with the preliminary assessment of teachers, the results of the test control and eventually should be interpreted and compared with current estimates in discipline. Such integrated approach helps identify problematic aspects of the future doctors training, find decisions to remove them and draft the perspectives of future learning outcomes. Besides, the development of tests should be based on the principles of competence approach, focusing on the mechanisms of multiple knowledge integration and practical orientation of them.
The analysis of scientific sources and own teaching experience shows that the effectiveness of solving problems in educational assessment in high medical school, including dental education, largely depends on the creation of a comprehensive system of quality assessment of higher medical education at the national level, expert teams in each higher medical schools; implementation of integrated and differentiated approach into the process of educational assessment; training of experts in field of educational assessment. Decreasing of efficiency test method is seen in insufficient theoretical and methodological support of educational assessment process in general and testing process in particular
The structure of future dentists’ foreign language communicative competence
No full textThe article deals with the structure of future dentists’ foreign language competence based on the analysis of data from scientific sources on the problem of research and own pedagogical experience.In particular, its main components are distinguished as gnosiological, activity and reflexive ones. Gnoseological component characterizes the system of knowledge in speech covering linguistic, deontological and socio-cultural constituents. The linguistic one is considered as knowledge of professional vocabulary, grammar and phonetics. Deontological part is described as the complex of knowledge, skills and moral as well as educational qualities for performing professional activity. Sociocultural constituent is defined as proper understanding of the culture of a foreign country.These constituents of gnoseological component are closely interconnected among each other. The second component of future dentists’ foreign language communicative competence is the activity one that reflects the ability to implement the acquired knowledge during practice. It consists of academic and foreign language communicative competences. The formation of foreign language communicative competence for future Dental Specialists is aimed at developing the skills of timely selection of appropriate professional terms, based not only on the content but also on the ability to grammatically correctly formulate sentences in practical speech and overcome the language barrier. In this way, the readiness of a specialist to use professional vocabulary in speech is realized. Therefore, it is expedient to introduce discursive and strategic components into the structure of the foreign language communicative competence.And the final component of foreign language structure is called reflexive element which involves the self-assessment of own achievements and the ability to increase their leve
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
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only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
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Variations on the Author
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Appropriate Similarity Measures for Author Cocitation Analysis
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Dispelling the Myths Behind First-author Citation Counts
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use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
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