THE ROLE OF THE ORGANIZATION AND METHODOLOGICAL SUPPORT OF THE EDUCATIONAL PROCESS ON FUNDAMENTAL DISCIPLINES TO ENSURE THE HIGH RESULTS OF SUBTEST DURING THE LICENSING EXAM “KROK-1”

Abstract

Medical licensing examination has been known as a common evaluation system for medical students, therefore, it is important to collect the relevant information and adopt best practice developed by the medical educational settings whose students demonstrate the highest results. The purpose of this work is to analyze the organization of the educational process and its methodological support at the Department of Experimental and Clinical Pharmacology, Ukrainian Medical Stomatological Academy that allowed the students to get high rates on the subtest for Pharmacology as a constituent of the licensing examination “Krok-1”. A quantitative analysis of the scores obtained on the Pharmacology subtest of the “Krok-1” examination (2015-2018) was carried out and the components of the educational process that provided these results were discussed. It has been shown that the results of “Krok-1”, Pharmacology, shown by the students of the Academy rank the 1st – 2nd places among other disciplines, and the percentage of this subtest exceeds the values of the national level. The constancy of high results gives grounds to consider the proper organization of the educational process and its material support at the department of Pharmacology are the main support. A three-stage system of students preparing to the “Krok-1” examination from problem-solving lectures at the 1st stage toward the independent study of the material at the 2nd stage and applying a variety of teaching and knowledge control methods at the 3rd (classroom) stage, including the experiment, thematic testing, work in a computer class. To prepare students for the “Krok-1” examination, methodical materials are offered and displayed on the website of the department, full provision with modern basic textbook and manuals. Thus, regarding high results obtained by the students passing the subtest “Krok-1”, it seems quite reasonable to summarize and share the experience of teaching Pharmacology, based on using multi-level teaching technologies and proper methodological support.