Abstract
The article elucidates the significance of future dentists’ practical training. It has been established, that the great attention of available foreign scientific sources is paid to the issue of improving the dental educational content based on the competence approach; nevertheless, modeling of educational process’ components has not been considered so far.
 The importance of modeling, as a method of educational process’ studying components, has been determined. The authors’ model of praxeological competence formation of future master of dentistry is presented. It consists of the basic components, which are determined as interconnected blocks: the target one declares the goal and defines the tasks necessary for its achievement; theoretical-methodological block reveals the praxeological competence structure (motivation, gnostic, activity, deontic, scientific-research, reflexive components), basic approaches (competence, system, personal, activity, synergetic, context), principles (subsequence, transparency, evidence-based, scientificity, rationality, creativity, effectiveness) and ways for achieving the aim based on the updated normative base of dental education (branch educational standard of the specialty “Dentistry”, EQC, EPP, elaborated on its base and with the use of necessary pedagogical conditions); the content-procedural block determines the ways of pedagogical conditions realization based on the updated content of dental education of interdisciplinary integration of basic and professional subjects, improvement of methodological instruments (classroom work, projects, self-study work, individual, distant forms; traditional, innovative, interactive methods; means of simulation, under clinic conditions, portfolio), resulting-reflexive block reflects and fixes the levels of future masters’ of dentistry praxeological competence formation according to its components and is based on correspondent criteria and indicators, gives a possibility to ascertain an obtained educational result according to defined levels (minimal and sufficient).
 The model shows the researched process as an integral system that gives a possibility to correct the future masters’ of dentistry professional training according to the influence of internal and external factors on the educational process; to determine vectors of its evolution in the context of competence approach introduction into dental education
Highlights
Practical training of dentists is in the spotlight of the European educational space
Main theoretical studies of the issue of future masters’ of dentistry praxeological competence formation (PrCFDM) that became a base for creating the model of the studied process ( – model) were elucidated in works [3, 4, 18, 19], published earlier
The first of them is target one which declares the goal of future masters’ of dentistry praxeological competence formation and defines the tasks necessary to realize for its achievement – formation of the components of the dentistry master’s PrC – motivation, gnostic, activity, deontic, scientific-research, reflexive one
Summary
Practical training of dentists is in the spotlight of the European educational space. The importance of the practical component of the future dentists’ professional training as an indicator of their readiness to the professional activity and competitiveness is constantly growing in the process of Ukrainian educational environment integration to the European one This situation requires permanent improvement of theoretical and methodological bases of its quality provision at medical universities [3]. According to scientists [5, 6], one of methods of influence on the educational process at a higher school for raising the effectiveness is its components modeling They indicate that the essence of the method is in projecting and schematic presentation of the studied object as an integral system – from setting an aim to obtaining a desirable outcome that gives a possibility to determine its basic components (blocks), to discover subsystems and to establish their interconnections in the context of a competence educational paradigm. Such method becomes actualized more and more in medical education [7, 8]
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