Development Of Practical Skills Research Articles

Motivational Components of a Blended Learning System for Teachers and Students

The relevance of the study of the problem of blended learning and the motivational component is conditioned by its increasing publicity among modern scientists and teachers. The purpose of this study is to reflect the scenario of modern educational trends, namely the gradual transition to a hybrid learning format, which is inevitable for modern society. Theoretical, empirical, and comparative research methods were used to study the problem of motivation of students and teachers in the application of blended learning. These methods helped to deeply explore the subject matter, to identify and analyse the individual elements of the problem and to understand the main idea of the object under study. Blended learning has been found to be a new educational approach that combines the advantages of the conventional system of knowledge acquisition and e-learning. It is demonstrated that such training is considered an effective approach and is popular among educational institutions due to its positive impact on student motivation. It is substantiated that the hybrid form helps teachers to involve students in learning and promotes the development of social and practical skills. It is confirmed that with the development of blended learning, students feel more confident and motivated, and teachers develop professionally and become good professionals. Technology has simplified young people's lives and brought teachers closer to students. It is proved that with the development of blended learning it is possible to obtain materials with relevant information, practice of the so-called hard skills is carried out using modern technology, new versions of educational software. Thus, the study reproduced the problem of blended learning as such, and argued the need for a detailed consideration of any scientific problem, considering all its primary factors and further consequences

Prospects of higher medical education in Ukraine in the age of reforms

The implementation of the latest medical reforms requires the synchronization of the system of training and education of medical education with the reform processes in the health care system.
 Objective — analysis of promising areas of development and improvement of higher medical education in Ukraine and possible ways to implement them in the framework of reforms of practical health care and medical education.
 Materials and methods. The principles of the strategy «Development of medical education in Ukraine» and the data of available domestic and foreign publications that contain information on possible ways to improve higher medical education were analyzed.
 Results and discussion. According to the Strategy for the Development of Medical Education in Ukraine, patients are the main value of the medical system, so they should receive high quality services, which can be achieved only with the perfect development of practical skills by future physicians. One of the mechanisms for achieving professional technique of practical skills may be the usage of simulation learning technologies, as it was introduced at the Bukovina State Medical University, along with increasing the number of practical hours for clinical disciplines.To achieve high professionalism and ethics of future physicians, teachers must teach medical students to master the skills of quality search for the most relevant information and ways to improve their professional skills, to form a base of ethical principles of the doctor.With the rapid development of innovative technologies and evidence­based medicine, teachers need to constantly monitor, process and communicate to students only the latest information, in turn, every future doctor should be as interested as possible not only domestic but also global innovations in medicine.Due to the current requirements for the medical labor market, it is reasonable to select only highly motivated students for higher education, who will meet the latest requirements for certification of students and form a strong market for competitive medical knowledge and skills.Conclusions. The process of reforming the medical sector in Ukraine requires a change in many approaches to the organization of the educational process and the quality of medical education. This is a complex process, the implementation of which is possible only with the joint participation of state mechanisms for financing, organizing and controlling the educational process, as well as the direct participation and hard work of educational institutions that train medical professionals.

Transfusion medicine and blood banking education and training for blood establishment laboratory staff: A review of selected countries in Africa.

Avoidable human error is a significant cause of transfusion adverse events. Adequately trained, laboratory staff in blood establishments and blood banks, collectively blood facilities, are key in ensuring high-quality transfusion medicine (TM) services. Gaps in TM education and training of laboratory staff exist in most African countries. We assessed the status of the training and education of laboratory staff working in blood facilities in Africa. A cross-sectional study using a self-administered pilot-tested questionnaire was performed. The questionnaire comprised 26 questions targeting six themes. Blood facilities from 16 countries were invited to participate. Individually completed questionnaires were grouped by country and descriptive analysis performed. Ten blood establishments and two blood banks from eight African countries confirmed the availability of a host of training programs for laboratory staff; the majority of which were syllabus or curriculum-guided and focused on both theoretical and practical laboratory skills development. Training was usually preplanned, dependent on student and trainer availability and delivered through lecture-based classroom training as well as formal and informal on the job training. There were minimal online didactic and self-directed learning. Teaching of humanistic values appeared to be lacking. We confirmed the availability of diverse training programs across a variety of African countries. Incorporation of virtual learning platforms, rather than complete reliance on didactic, in-person training programs may improve the education reach of the existing programs. Digitalization driven by the coronavirus disease 2019 pandemic may provide an opportunity to narrow the knowledge gap in low- and middle-income countries (LMICs).

ФОРМИРОВАНИЕ КОММУНИКАТИВНЫХ И ПРАКТИКООРИЕНТИРОВАННЫХ КОМПЕТЕНЦИЙ У СТУДЕНТОВ-МЕДИКОВ СТАРШИХ КУРСОВ В УСЛОВИЯХ ДИСТАНЦИОННОГО ОБУЧЕНИЯ

The article presents the results of a survey of senior medical students aimed at identifying the problems of distance learning in terms of the formation of practical skills and communicative competence. The relevance of the study is due to the fact that at the present time the world is undergoing major changes not only in the field of health, but also in education. One of the primary tasks of higher education is the formation of professional competencies of future specialists. Communicative competence refers to the basic component in the medical profession, so its formation is given great importance in the process of teaching students. However, due to the fact that there was a difficult situation in the country and the world, students began to be transferred to distance learning, which could not but affect the formation of communicative competence and the development of practical skills by students. A huge number of students switched to distance learning, including a number of disciplines were taught online, including students of the medical University. However, this has led to difficulties in the formation of communicative and practice-oriented competencies among senior medical students. In connection with the above, the aim of the study was a comprehensive assessment of the problems in the formation of communicative and practice-oriented competencies of senior medical students in distance learning. Based on the obtained data the proposed methods for the solution of identified problems with the use of distance learning.

PSYCHOLOGICAL ASPECTS OF DEVELOPMENT OF THE PROBLEM - BASED LEARNING APPROACH AS A NEW TECHNOLOGY IN THE MEDICAL EDUCATION

Nowadays the necessity of implementation of new learning technologies in medical education is considered more and more actively. These technologies allow to move from the teacher-centered approach, which is based on the directive style of learning programs mainly because they are overloaded by lectures, to the student-centered approach which suggests more active educational technologies, such as problem-based learning. The principal ground of education in medicine is aimed mainly at receiving a new information but not at development of practical skills so the compliance between the educational and professional activities, knowledge and skills becomes the essential divergence instead. The experience obtained in different countries allows consider the problem-based learning as the most effective educational technology. It's main principle is a self-directed learning via active group work and supportive, stimulative and facilitative activity of a teacher. In these circumstances the acceptance of new knowledge becomes easier the students this process has internal stimuli while the proper group process supports the carrying out this motive. Key words of this approach are “find, create, master”. These principles are fulfilled in the creation of skills which are necessary for the successful practice. Among the skills to be developed here are hard - skills and especially soft - skills, related to a creativity, competence in communication, cooperation in a team, cognitive flexibility, the ability to cope the emotional arousal in the work etc. The effectiveness of a problem-based learning helps to solve the tasks, related to the medical staff education and training and could be essentially increased while using the new information technologies. The active learning makes the process of acceptance and mastering of knowledge and skills more individually based. The paper presents the reasons for the advanced implementation of the problem-oriented learning into the structure of the postgraduate medical studies. The psychological aspects of this process, methods and stages are described. The role of a teacher in this process and the core aspects of the carrying out of the problem-oriented learning are analyzed.

Exploring practice site contributions and professionalization impact of engaging student pharmacists on hematology-oncology advanced pharmacy practice experience rotations.

Student pharmacists contribute meaningfully to patient care during Advanced Practice Pharmacy Experiences (APPEs) in varied settings. We aimed to characterize and evaluate the impact of student participation in hematology-oncology (hem-onc) APPEs on the practice site, and on student professionalization. For students completing hem-onc APPEs during 2016-2019, rotation activities and post-APPE self-reflections describing meaningful impact were reviewed; activities were categorized into direct and indirect patient care, and up to three reflection themes of professionalization impact were extracted from each self-reflection. Hem-onc preceptor cohort was surveyed to assess impact of student contributions on the practice site. 171 students completed hem-onc APPEs in ambulatory care (133) and/or inpatient (38) settings. Of 932 student-reported activities, the most common were: evaluating patient pharmacotherapy (209), providing education to medical staff (132), patient counseling [non-chemotherapy (99); chemotherapy (82)], and providing drug information (96); 89% involved direct patient care/education. Survey results from 16 of 33 preceptors identified the most impactful student activities as evaluating pharmacotherapy, medication education/adherence resources, and in-service presentations. Of 392 student self-reflections, themes of impact focused on professionalization/self-awareness (39.3%), counseling/communication skills (27.8%), practice skills development (20.4%) and collaborative teamwork (12.5%). Pharmacy students make significant direct patient care contributions to hem-onc practice settings by evaluating pharmacotherapy and providing education to patients and healthcare personnel. Participation in hem-onc APPEs is highly influential to the professionalization of students, particularly in developing skills in oncology practice, patient interactions/communications, and developing self-awareness.

Learning curve of students of the Bashkir state medical University in the educational process on endovideosimulators.

The article presents a comparative analysis of the learning curve of 40 students of Bashkir State Medical University on the technique of intracorporeal suture on a box simulator developed at the Department of Surgical diseases and new technologies and the "LapSim" simulator. Students who had different levels of manual skills were divided into two groups: the first - trained on a "box simulator", the second - trained on a "LapSim"simulator. To assess the level of development of practical skills, indicators of time spent on performing manipulation (in minutes) and GOALS (Global Operational Assessment of Laparoscopic Skills) were used. To assess the level of development of practical skills, indicators of time spent on performing manipulation (in minutes) and GOALS scores (Global Operational Assessment of Laparoscopic Skills). During analysis of the results there is a significant reduction of the time of performing manipulation in groups with an increase of the experience of students (in the performance of the second and third attempts). Training on a box simulator subjectively turned out to be easier for students than on a virtual laparoscopy simulator "LapSim".

Microeconomic analysis for professional training of students of economic specialties

Methods. In the process of developing an educational product for teaching «Microeconomics», methods of analysis and synthesis, observation method, methods of induction and deduction, methods of comparative analysis, graphical, logical, tabular and econometric methods of scientific knowledge were used. The methodological basis of the study was the methods of pedagogical experiment conducted during Economics undergraduate students teaching process. The practical task is based on the situational teaching method. Results. The article describes the practice of applying a situational teaching methodology using the example of a case study to study the market demand for bread. During the exercise, students consolidate theoretical knowledge of consumer choice theory and learn to apply them to solve practical problems. The study of the case allows one to get practical skills in determining the factors affecting market demand, finding the necessary statistical data, assessing the demand for a particular product, as well as interpreting the results obtained. During the assignment, students get acquainted with the statistical database of the State Statistics Service of Ukraine, deepen their skills in searching for relevant economic information and learn to apply it in practice. Novelty. The presented case-exercise is aimed at practical skills development in assessing and forecasting market demand for food products using real data from the State Statistics Service of Ukraine. Practical value. The chosen teaching strategy allows students to bridge the gap between theoretical knowledge and its use to solve practical problems. This tactic allows transferring knowledge from their passive condition to an active one, as well as encouraging students to use the knowledge they have acquired in other disciplines. The relaxed atmosphere that is established in such classes allows students to better assimilate normative knowledge. Practical skills obtained in this way increase the level of competitiveness of the graduate-economist in the labor market.

INTERDISCIPLINARY APPROACH TO THE DEVELOPMENT OF IB RISK MANAGEMENT SKILLS ON THE BASIS OF DECISION-MAKING THEORY

This article is devoted to the problem of readiness of students majoring in 125 Cybersecurity at Borys Hrinchenko Kyiv University to manage information security risks (IS) based on the decision-making theory. The interdisciplinary approach in education, namely, the integration of the disciplines "Risk Theory" and "Decision Theory", allowed to implement in the educational process the formation of practical skills of risk management of future cybersecurity professionals. Based on the achievements of didactics and psychological theories, the analysis of concepts in the field of interdisciplinary methodology is carried out and the relevance and significance of its introduction into the educational process of institution of higher education is substantiated. The peculiarities of the organization of the educational process of training bachelors of information and cyber security in the context of an interdisciplinary approach are described. The elements of the methodology of formation of practical skills of students to make managerial decisions in the conditions of risk on the basis of interdisciplinary principles are developed, theoretically presented and substantiated. It is proved that interdisciplinary exchange, integration of theoretical knowledge of disciplines contribute to new fundamental results, create preconditions for the development of practical skills, provide a holistic image of training future specialists in information and cyber security.

СОВЕРШЕНСТВОВАНИЕ ОРГАНИЗАЦИИ САМОСТОЯТЕЛЬНОЙ РАБОТЫ СТУДЕНТОВ В КРОСС-КУЛЬТУРНОМ ВЗАИМОДЕЙСТВИИ

Currently, a very urgent problem in the university training system of students in foreign languages is the problem of designing educational and methodological complexes for classroom and extracurricular use. Analysis of this problem’s state in the context of social order allows us to note that the domestic market is insufficiently saturated with the required teaching aids. Existing textbooks differ, as a rule, either by a traditional formal approach or by a hypertrophied professional orientation and the absence of assignments aimed at independent extracurricular work. Educational and methodological complexes at the university level should be built based on communicative, sociocultural, and cognitive approaches. Raising the status of a foreign language in many countries’ education systems poses the task of creating new pedagogical, didactic, and methodological developments of conditions for improving the process of its learning. A characteristic feature of didactic aids is the versatility of their application. The structuredness of educational and methodological complexes in the form of multi-level blocks contributes to developing students of a scientific organization for the development of educational material, free orientation within the course, and the development of practical skills for performing control tasks. The main criteria for selecting material for students’ independent work are problematic, relevance, availability, adequacy, optimality of volume and complexity, the possibility of self-control and self-correction, and variability of tasks. Independent work in a foreign language in the context of cross-cultural interaction at non-linguistic faculties is an obligatory part of the educational process. The main goals are achieving an appropriate level of foreign language communicative competence and preparing graduates for an independent increase in foreign language proficiency. When planning and organizing students’ independent work in cross-cultural interaction, it is necessary to consider their readiness to perform this type of work: psychological, theoretical, practical.

Reflecting on Psychotherapy Practice for Psychologists: Towards Guidelines for Competencies and Practices.

In 2017, the European Federation of Psychologists Associations made a statement on psychotherapy. It recognizes that psychotherapy is a "special competence" practiced by psychologists, and that psychologists practicing psychotherapy receive specific education, including supervision. The statement also stresses that they have demonstrated competencies in scientifically validated or established theories on human emotions, cognitions, and behavior, and on processes of development, as well as the application of these methods to achieve change. Moreover, the declaration recognizes that they are trained in the scientific application of the methods of change based upon these theories. Within the Standing Committee of Psychology and Health in collaboration with the S-EAC, the group on Psychotherapy is presently working on a conceptual framework and on guidelines for psychotherapy practiced by psychologists. This document is starting to define the necessary skills and competencies for European psychologists practicing psychotherapy. It also makes recommendations for basic training, for the development of practical skills and competencies, for continuing professional development, and for ethical decision making. It especially puts forward psychologists' scientific approach to psychotherapy.

A cross-campus professional development program strengthens graduate student leadership in environmental problem-solving

The growing urgency of environmental concerns around the world highlights the need to equip rising scientists with high-impact leadership and communication skills in order to effectively engage in interdisciplinary problem-solving. However, opportunities for authentic interdisciplinary professional development training for student scientists are not extensively available within single-institution programs. This study evaluates the impact of the Monterey Area Research Institutions’ Network for Education (MARINE), a regional cross-campus professional development program aimed at preparing graduate students for interdisciplinary leadership positions in environmental problem-solving. An online survey was conducted to evaluate students’ perceptions of whether MARINE effectively enhanced leadership, improved collaborative relationships, and prepared students for interdisciplinary environmental problem-solving. Overall, MARINE participants emphasized practical skill development, exposure to careers outside of academia, and interinstitutional networking as the most valued outcomes of the cross-campus professional development program. Based on survey results and the demonstrated practices of MARINE, we recommend a set of 4 key design principles for institutions to consider when creating future cross-campus professional development programs: (1) a student-led governance framework to ensure that the program’s focus is centered on topics and issues that participants find most relevant, (2) event planning committees that engage the larger pool of graduate students from across the network in authentic leadership, (3) professional development opportunities focused on interactive forms of activity, and (4) an annual colloquium for students to apply their training in leadership and interdisciplinary communication. Greater application of these practices and principles in cross-campus programs may present new opportunities for preparing rising leaders to take an active role in interdisciplinary problem-solving.

PROFESSIONAL TRAINING OF STUDENTS OF AGRICULTURAL EDUCATIONAL INSTITUTIONS ON THE BASIS OF PRAXEOLOGICAL APPROACH

The article researches praxeological approach in the professional training of future specialists in agriculture. Praxeology occupies an important place in the training of future specialists in the agriculture, it is a systematic knowledge of the general principles and methods of organizing rational, appropriate, and successful actions. The aim of the article is a theoretical research of the essence and specifics of practical training of students of agricultural educational institutions. We applied theoretical methods to study and analyze the literature to improve the training of specialists on the basis of praxeology. The main task of the praxeological approach in the training of future specialists in the agriculture is to study and implement the necessary knowledge to carry out effective activities. It is noted that efficiency acts both as an indicator of the quality of training and a quality category contributing to the development and improvement of professional activities of future specialists. The use of praxeology in the training of future agricultural professionals involves the formation, consolidation and development of practical skills and competencies and practical activities, it serves as a basis for understanding and researching professional activities from the standpoint of practical values, including efficiency and effectiveness. This is important in the process of evaluating the results of future activities. The effectiveness of the professional training system of future specialists can be achieved by a creative approach of the teaching staff of agricultural higher education to the choice of content, forms, methods of teaching, maximum application of modern pedagogical science, new pedagogical and production technologies focused on formation of a complex of personal qualities of the future specialist. Training on the basis of praxeology involves solving a number of tasks, i.e. bringing the level of professional knowledge, skills and abilities of agricultural students in line with the requirements of modern production; study and application of the best world experience and achievements of agricultural science; formulation of attitudes to master the subject of activity in the agricultural sector; formation of professional abilities of future specialists.

TRENDS OF INFORMATIZATION OF THE EDUCATIONAL PROCESS IN INSTITUTIONS OF GENERAL SECONDARY EDUCATION

The article substantiates the directions of informatization of the modern educational process in the institution of general secondary education. The analysis of normative maintenance is carried out and the needs of science, education and culture in informatization of educational process are defined. The purpose of the article: to substantiate the theoretical foundations of informatization of educational institutions. Research methods are used: analysis of scientific developments on the problem and normative sources; generalization and systematization − to identify promising areas of informatization; generalization of semantic characteristics of directions − for formulation of conclusions. The main directions of use of computer and information technologies in the institution of general secondary education are characterized, among which Computer and information technologies as an object of study, computer as a means of teaching various disciplines, as a tool to support subject lessons and other activities, as a means of development and upbringing of the child, the use of computers to perform educational and real tasks and to implement various activities, Information Technology as a means of diagnosing various functional systems of the child's body. The following arguments regarding the use of computer technology in the educational process of the school are emphasized: computer technology contributes to the improvement of teaching and increase the effectiveness of teaching; Computer literacy should be developed as early as possible so that students get used to and can quickly adapt to the constant updating of computer technology; thanks to computer technology, including the Internet, the mobility of the educational process increases, namely: students can communicate with teachers and students of other educational institutions, as well as professionals from both domestic and other countries, without leaving their class; computer technologies promote the development of self-regulation and self-control, teach students to manage their intellectual activity. It is concluded that the advantages of informatization include the following: increased activation of students' learning activities and motivation to learn; the emphasis is shifted to the development of practical skills, the development of creative thinking, memory, etc., the creation of conditions for active cooperation, the development of creativity, to develop communication skills.

Level 1 neonatal nursing staff perceptions of their role: A qualitative Framework Analysis study investigating the complex and diverse workload undertaken by nurses in special care baby units

This study investigated Level 1 Special Care Bay Unit (SCBU) nurses’ perceptions of the skills required for their role. Eight nurses from a UK inner city Level 1 neonatal unit participated in qualitative interviews about their role. Analyses were based on data collected from semi -structured interviews supported by open -ended questions and use of a topic guide. The SRQR (Standards for Reporting Qualitative Research) checklist was used as a framework to support the qualitative analytical methods undertaken. Level 1 neonatal nurses reported use of a wide range of skills with a high level of parent – infant engagement. Analysis of the participant interviews revealed six themes: a) balancing nursing workload and demands; b) delivering nursing care in a Level 1 SCBU; c) managing clinical risk and emergencies; d) function and sustainability of a SCBU neonatal team; e) delivering family-centered care; and f) external perceptions of Level 1 nursing care. Work on a Level 1 unit consists of a broad range of skills, possibly greater in scope in comparison with skills used by neonatal nurses on Level 2 and Level 3 units. Further in - depth analysis of this role would be useful for the development of practice skills and for recruitment and retention.

Evaluating the integration of pre-mortem body donor imaging into a dissection-based medical anatomy course

BackgroundMedical faculties are currently embracing a modernistic approach to anatomical education that integrates diagnostic imaging largely through post-mortem computed tomography scanning of body donors. Post-mortem imaging, however, poses a multitude of challenges. The purpose of this study was to assess the implementation of pre-mortem donor-specific diagnostic imaging on student learning and dissection experience in addition to understanding the potential impact on students’ preparation for clinical practice.MethodsStudents in a fourth-year medicine elective course were divided into groups; group 1 received pre-mortem donor-specific diagnostic imaging, while group 2 received pathology-specific diagnostic imaging, a collection of images relating to the type(s) of pathologies the donors exhibited, though not specific to the donors themselves. Both groups also received a donor-specific case vignette. A convergent, parallel mixed methods design was employed. This included integrating data from group responses to a study participant survey and students’ academic assessment scores analyzed quantitatively through statistical analyses with data from focus group sessions investigating the psychosocial aspects of the student dissection experience and perceptions of the imaging use in the course analyzed qualitatively.ResultsAs compared to students receiving pathology-specific diagnostic imaging, the quantitative results demonstrated that students receiving pre-mortem donor-specific diagnostic imaging more positively supported the relevancy of diagnostic imaging to their understanding of anatomy, valued the integration for future practice, and suggested an earlier integration within their medical curriculum. Qualitatively, two main themes were observed: the influence of diagnostic imaging integration on dissection experience and on professional mindset. Although both student groups received imaging corresponding to their body donor, consideration towards the humanistic nature of the body donor as a patient with a history was limited to student feedback from the donor- specific diagnostic imaging group.ConclusionOverall the integration of pre-mortem donor-specific diagnostic imaging into anatomical dissection provided students with practical skill development, an enhanced dissection experience, and reinforced personal qualities critical for future practice.

Perceptions of managers regarding prerequisites for the development of professional competence of newly graduated nurses: A qualitative study.

ABSTRACTAim and objectivesTo describe perceptions of managers regarding prerequisites for professional competence development of newly graduated nurses following a 1‐year residency programme.BackgroundIn general, managers are unsatisfied with the professional competence of newly graduated nurses. Therefore, they have been involved in residency programmes to support the nurses’ transition from being nursing students to professional nurses. However, perceptions of managers regarding the professional competence development of nurses have been sparingly studied.Design/MethodsQualitative, descriptive study with a data‐driven inductive approach with content analysis to obtain an understanding of the perceptions of nine managers through interviews. EQUATOR checklist COREQ is used (see File S1).ResultsThree themes emerged: (a) the nurses’ relationships with their teams and patients, (b) expectations regarding the development of practical skills and leadership skills and (c) prerequisites for continuing learning by supportive structures and a mutual responsibility between the manager and the nurse. Reflection was perceived by the managers as a cornerstone in the learning and development of professional competence. Learning theory was important, but learning practical clinical skills was essential for the nurses to develop competence and be able to perform their work, including being a leader of the team. Some structures discouraged continued learning in the development of professional competence, indicating a gap between the healthcare settings and the basic nursing programme.ConclusionsThere is a gap between the university and the healthcare settings in maintaining a structure for continued learning, which requires cooperation. This gap and tension can be a driving force for the learning process of competence development. Relationships with team members and patients are considered fundamental for developing professional competence.Relevance to clinical practiceTo overcome the gap between the university and the healthcare settings, the managers can facilitate nurses’ continued learning by creating structures for reflection.

Structural and Functional Approach to the Assessment of the Educational Programs Quality

The article is devoted to the use of social diagnostics based on structural and functional methodology to assess the quality of bachelor’s educational programs. The main components of this technology are situational analysis of programs, which more accurately determines the purpose of diagnostics and criteria for assessing, and a structural-functional model that allows to determine dysfunctional zones in the structure of education and their causes.The approbation of this diagnosis was carried out on the educational program of bachelors in Social Management at the Moscow Aviation Institute. Focus groups and questionnaires of graduate students were the main methods of data collection.The diagnostic results allowed us to determine that the vector of students’ needs in the field of education coincides with the competence model of the program. The decline in the quality of the program occurs due to the low level of development of practical skills and analytical competencies. The subjective perception of students about the structural factors of the decline in the quality of education was also determined. These are the factors of organization and the type of interaction between professors and students.Structural and functional diagnostics showed the absence of uniform institutional requirements for the educational program and the problems of its organization.The data obtained can be used in the management of the educational program. From a scientific point of view, the results are a contribution to the development of sociological diagnostic tools based on a situational approach and understanding of modern values of youth in the field of education.

Experience of distance learning in the discipline “General surgery” during the COVID-19 pandemic

The article is devoted to evaluating the experience of distance learning in the discipline General surgery during the COVID-19 pandemic. Organizational issues and some results of 6-month distance learning in General surgery have been considered.
 The most significant changes occurred in the methodology of the main part of classes in terms of teaching practical skills of medical and diagnostic orientation. Demonstration of appropriate actions in graphic and video materials did not ensure the development of practical skills, and it turned out that distance learning does not have all the properties of clinical training.
 It takes much more time a teacher on preparing for classes and test activities for students, including taking the exam remotely.
 Further study of distance learning opportunities is required (determining the critical duration of distance learning, the need to change the list of practical skills to be mastered, etc.) in cooperation with clinical departments of surgical and related profiles (bibliography: 8 refs).

SUPERVISION AS A REFERENCE POINT IN THE DEVELOPMENT OF STUDENTS' PRACTICAL SKILLS IN ORGANIZING PROFORIENTATION WORK

This article describes the experience of supervising teachers of psychological and pedagogical disciplines for students of educational psychologists, psychologists in organizing and conducting career guidance work with senior students. The issues of developmental work with an optician, vocational counseling, psychodiagnostics for choosing a profession are considered, and promising directions of vocational guidance work, difficulties and typical mistakes are considered. A detailed description of the preliminary work on the training of volunteers from among the students of the bachelor's degree programs "Psychology" and "Pedagogy and Psychology" for conducting career guidance activities with high school volunteers is given. The technology of sampling and documentary registration of permission to conduct vocational guidance work with teenage high school students is revealed. Potential possibilities of application of a number of psychodiagnostic techniques are analyzed. Recommendations for their implementation and interpretation are given. The effectiveness of the use of activating methods of vocational guidance and the expediency of their inclusion in the structure of developing training sessions are shown. The entire career guidance program is built in accordance with the content of the classification of professions according to E.A. Klimov. The article analyzes the experience and prospects for the development of practical skills of psychology students, teachers-psychologists in career guidance activities with high school students.