DIAGNOSTICS OF INFORMATIVE AND ANALYTICAL COMPETENCE FORMATION OF FUTURE DOCTORS

Abstract

The ability to make responsible decisions, provide the necessary quality medical care to the patient using modern methods of diagnostics and treatment presupposes that the future doctor has formed information and analytical competence. Theoretical analysis of the scientific literature made it possible to define information and analytical competence as a component of professional competence that determines the willingness and ability of future doctors to apply the knowledge, skills acquired when they work with information of different types and forms of presentation, as well as the ability to effectively perform its analytical and synthetic processing with the aim of gaining new knowledge to ensure the process of taking responsible decisions and accomplishing tasks at the time of the examination of the patient, the specification of modern, efficient therapeutic and pharmaceutical activities. The article reviews the progress of the experimental check of the formation of the information-analytical competence of future doctors. Determination of the level of formation was carried out according to established indicators and criteria. As criteria and indicators for assessing the formation of information and analytical competence of future doctors, we have identified: motivational (the direction to acquire knowledge, the intensity of cognitive needs, the focus and strength of internal motives); cognitive (completeness of mastering theoretical knowledge on the search strategy, analytical-synthetic processing and presentation of information); activity (the completeness of the information and analytical activities carried out, the awareness of the actions of information and analytical activities, the transfer of actions to an unconventional situation); reflexive (level of development of reflexivity, ability to self-development, self-education). The following methods were included in the diagnostic tools: analysis of scientific literature, generalization and systematization of pedagogical literature; monitoring of students' activities, testing, interviews, questioning of students, teachers and doctors; methods of mathematical statistics. Generalized results of the assessment of the formation of information and analytical competence of future doctors are presented. The conclusion is that without the purposeful formation of information and analytical competence, future doctors do not acquire the high levels of competencies that are included in its composition (searching-informative, informatively-technological, analytical, communicative, social).