ФОРМУВАННЯ ТА РОЗВИТОК ПЕДАГОГІЧНОЇ КОМПЕТЕНТНОСТІ У СТУДЕНТІВ МЕДИЧНИХ ЗАКЛАДІВ ВИЩОЇ ОСВІТИ З ВИКОРИСТАННЯМ ІННОВАЦІЙНИХ ТЕХНОЛОГІЙ

Abstract

The article defines the essence of the concept of pedagogical competence of family doctors taking into account the peculiarities of their professional activity. It also offers the use of innovative technologies within the context of pedagogical training of medical workers. According to the author, the current problems of vocational education and daily activities of the specialists of this field are connected with pedagogical training of family doctors in institutions of higher medical education. The social value of the family doctors’ work, the complexity and multidimensionality of their professional responsibilities require not only a high level of professional training, basic knowledge of the theory and practice of medicine, mastering the skills, tactics, appropriate methods and techniques of medical activity, but also provide for the mastery of pedagogical knowledge, abilities and skills. The pedagogical competence of a general practitioner or a family medicine doctor includes personal and activity-related characteristics, socially and professionally important qualities of a health worker, that express his or her knowledge, abilities, skills and being able to apply them in the treatment and prevention process. These are the components of pedagogical competence of a family doctor: the professionally directed concept “I am a medical educator”, which should manifest itself directly in professional activity, communicative interaction, in the system of self-development and self-improvement of a personality; informational and instrumental readiness for activities, that imply possession of professional-medical and psychological-pedagogical knowledge and skills necessary for the quality performance of therapeutic and preventive activities; professional-active consciousness, which is based on the system of values of a person and oriented on its development and awareness of ethical norms of pedagogical activity. The traditional model of the family doctors’ training, unfortunately, does not provide for the filling of curricula and programs with pedagogical content. The need for the proper scientific basis for appropriate methodological approaches to the gradual formation and development of pedagogical competence of medical students and effective innovative technologies (interactive, game, problem and context training, information and communication) is obvious. Thus, based on the analysis of the professional functions of family doctors in the context of their social-educational activity, the issue of pedagogical training of students of medical universities is being actualized.