FEATURES OF FORMATION OF PROFESSIONAL COMPETENCE OF FUTURE DOCTORS IN MODERN CONDITIONS

Abstract

IFNMU actively uses educational innovations in various pedagogical processes, determining adequate mechanisms for the transformation of higher education. After all, innovative education is a constant desire to re-evaluate values, preserve those that are of undeniable importance, and discard those that are already outdated.
 In the practice of IFNMU, the diversification of educational technologies allows effectively combine them through the modernization of traditional education and its reorientation to distance education. With this approach, teachers focus on the personal development of future professionals, the ability to master new experiences of creative and critical thinking, finding solutions to educational problems. Therefore, we consider the innovative educational technology as a general didactic process, which consists in using a set of methods and techniques of joint activities of the subjects of the educational process aimed at achieving the goal of learning, personality development and creative and professional acquisition of knowledge and competencies in accordance with the tasks of training specialists of modern times.
 The process of forming the professional competence of future doctors consists of a set of consistent, purposeful actions that contribute to the renewal, modification of purpose, content, organization, forms and methods of teaching and education, adaptation of the educational process to new socio-historical conditions. Innovations in medical education do not arise spontaneously, but arise as a result of systematic scientific research, analysis, generalization of pedagogical experience. The basis of these processes is the implementation of the achievements of psychological and pedagogical science in practice, study, generalization and dissemination of advanced domestic and foreign pedagogical experience in training doctors.
 At the present stage, the integration of knowledge in pedagogical theory is seen as a synthesis of interacting sciences on the basis of some basic discipline. The mechanism of interdisciplinary integration is to implement the explanatory, constructive and prognostic functions of academic disciplines, in their transformation into a methodological, theoretical and technological means of building holistic models of the researched phenomena and processes, solving cognitive and professional problems.
 As the practical experience of synchronizing the study of related educational material from different courses has shown, as well as the maximum use of multidisciplinary knowledge to study complex objects and concepts of medicine is an important condition for the effectiveness of the educational process.
 Productive integration of knowledge covers such ways as solving interdisciplinary problems, performing complex practical tasks, conducting educational and research observations, conducting lectures and practical classes, applying problem situations in one discipline to classes in another.