Медицина неотложных состояний (Oct 2022)
Didactic principles of technology of comprehensive mastering and interdisciplinary integration in preparation for the licensed exam “Krok 3”
Abstract
Background. The technology of criterion-oriented learning is based on the following principles: all students are able to study successfully — only with different methods and different rates; the success achieved during the learning process generates new success. The objective: to improve the effectiveness of quality management of higher basic medical postgraduate education at the internship stage using testing technologies of academic competence and criterion-oriented targeted training. Materials and methods. Modern interactive training with in-depth testing and integrated interdisciplinary professional generalization of clinically oriented patterns in accordance with the concept of the licensed exam program for interns of all specialties. Results. The educational environment of higher medical education is a complex educational pedagogical system, which implements modern education with the formation and development of a set of necessary professional competencies that are based on the system of fundamental university knowledge. The formation of a powerful system of interrelated interdisciplinary medical knowledge, relevant medical skills and then, on their basis, of systemic professional competencies at the initial stage of postgraduate study is implemented during academic training by means of active problem-situational analysis and synthesis with solution of specific integrative tasks — clinical situations purposefully structured in the thematic interdisciplinary case, which combines the key components of the exam structure, namely its content, profile and various aspects of doctor’s professional activities. Such approach ensures interdisciplinary connections in accordance with the content sections, and provides interdisciplinary integration, both horizontal (integration of module content between different specialties) and vertical (with different levels of complexity within one discipline). Personal motivation through the subject-specific content strengthens the yearn of interns for independent cognitive activity and professional self-organization, helps master new techniques of cognition and operational mental activity with increasing the level and strength of self-acquired knowledge and their practical consolidation in the educational process. Given different learning abilities of each person, the use of pedagogical techniques provides a conscious involvement in the active learning activities of each intern. The system of multilevel tasks and surveys according to the hierarchy of mental processes helps overcome learning failures and difficulties, preventing “avoidance” of learning, and allows for real formation and mastery of specific medical skills with adequate acceptance of results and prospects. Ensuring individual professional academic success through both subject content and independent activities contributes to the effective mastery of the curriculum by each intern, strengthening effective knowledge, ways of operational thinking to solve professional problems and to develop systemic professional competencies. Conclusions. Guaranteed provision of each intern with the educational result of the full-time cycle of academic training (using a module as a didactic educational complex) is based on the use of interactive competency criterion-oriented combined targeted training, which ensures full mastery of invariant content by each intern through a step-by-step purposeful algorithmic complication of the solved tasks based on the designed professional interdisciplinary integrative generalization, in accordance with the concept of the licensed exam program.
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