INFLUENCE OF VISUALIZATION TECHNOLOGIES ON THE DEVELOPMENT OF MEDICAL STUDENTS’ AUTONOMY IN THE PROCESS OF THEIR PROFESSIONAL TRAINING

Abstract

The autonomy of medical trainees is a critical dimension in their professional maturation. The deployment of visual technologies within the educational frameworks of medical institutions can potentially enhance the autonomy of nascent physicians. However, the discourse on this subject appears to be underexplored. This manuscript endeavors to bridge this lacuna by delineating prospective avenues for inquiry into the interplay between imaging technologies and autonomy. Materials and Methods. In pursuit of the outlined objective, the investigation employed a multifaceted research paradigm: a systematic approach underpins the study's foundational structure; a methodological perspective, considering visualization not merely as an instructional resource but also as a cognitive tool; and a competency-based approach, positing that the accrual of professional competencies transcends mere knowledge, skills, and abilities, embodying a nuanced professional ethos towards the executed job function. Research results. The investigation elucidates a dialectical nexus between the utilization of visualization technologies and the burgeoning autonomy of medical students. Primacy in mastering visualization methodologies during decision-making processes cultivates reflective capacities, heralding the development of metacognitive elements conducive to the appraisal of personal knowledge. Such introspection potentially steers students towards deliberate choices regarding their developmental trajectories, fostering accountability for these decisions and, by extension, the attributes of an autonomous individual. Discussions and Conclusions. A review of extant literature substantiates that the integration of visualization technologies within educational paradigms necessitates a profound methodological familiarity with visualization instruments. The acquisition of visualization technologies mandates the engagement of abstract reasoning, the imperative to conceptualize personal knowledge, and the proficient execution of analytical, synthetic, and modeling techniques to articulate the resultant insights visually. These competencies, while facilitative of autonomy, presuppose an existing degree of individual autonomy, thus illustrating the dialectical interrelation between these constructs.

Keywords

• visualization
• visibility
• visual technologies
• independence
• learning
• medical students
• clinical thinking