Student Professional Development Research Articles

VOLUNTARY BEHAVIOR OF STUDENTS STUDYING MEDICAL SPECIALTIES IN THE CONTEXT OF A PANDEMIC

By training young people a range of practical medical skills and engaging them in volunteer activity, they are expected to express themselves and achieve outcomes that have an impact on their own lives and the lives of others in society. Purpose: to determine the attitudes and motivations of students studying medical specialties who want to volunteer using their professional training received at Higher Medical School during the pandemic. Material and Methods: A survey; Mathematical and statistical processing of the obtained data; Applying an established methodology for selection of willing and motivated students; Non-formal education. Results: Total surveyed students 282 - the largest number are those studying the Nurse specialty (48.2%). 57.4% of study participants had experience volunteering. 52.7% would work as a volunteer with Covid-19 patients. 11% were already volunteering Covid-19 at healthcare facilities. The main reason why students are most likely to volunteer in the Covid-19 sectors is personal moral principles (49.2%). The main way students would spread information in society about the nature and principles of voluntary student work is through social networks (75.2%). Conclusions: More than half of the respondents had experience as volunteers. Students are motivated and willing to help Covid-19 patients. Personal motivation and opportunities to improve skills and acquire new knowledge and competencies are the main reasons students prefer volunteering during a pandemic. Volunteer work has a positive influence on the professional development of students, a good impact on their professional identity creation and is essential for their future work as healthcare professionals.

COVIDAssist: Exploring the perspectives on student assistance during the COVID-19 pandemic.

COVID-19 resulted in medical students volunteering to join the health care workforce. Our study aimed to evaluate the perception of clinical staff on the benefit of students' pandemic response. The secondary aims were to (i) evaluate medical students' team working skills, (ii) identify specialties where medical students were most effective, and (iii) identify areas for further training. We conducted a national survey of doctors and nurses. This was conducted in line with a pre-specified protocol by the International Student Surgical Network UK (Incision UK), with support from The Royal Society of Medicine Students Section Collaborative and MedEd Collaborative. A questionnaire was developed and disseminated following AMEE guidance. Survey responses were quantitatively and qualitatively analysed. Of the recorded responses (n = 283), the largest group of respondents was junior doctors, (n = 110, 38.9%), and medicine was the most reported specialty (n = 76, 26.9%) of respondents, followed by primary care, with the lowest responses coming from surgery (n = 25, 8.8%). Of the total responses (n = 283), 76.8% of respondents reported that the student response had a positive impact during the pandemic. Four themes were identified: (i) impact on health care service, (ii) impact on health care staff and patients, (iii) student's professional development and (iv) additional training that students require. Students were an effective part of the pandemic. However, without appropriate definition of their role within a clinical setting, students may be forced to balance learning and service provision. Providing students with dedicated clinical support roles and ward-based learning roles with a competency-based approach holds potential to be both a powerful learning tool and strengthen health care systems to face future crises.

STUDENT PROFESSIONAL DEVELOPMENT: FOSTERING CRITICAL THINKING AMONG STUDENTS

Abstract— Student Professional Development is defined as the activities that enable to supplement and complement the curricular or main syllabi activities. These are the very important part and parcel of educational institutions to develop the students‟ personality as well as to strengthen the classroom learning directly or indirectly. Professional development (PD) can be defined in diverse ways and can take many forms. Formal education is classroom education, with nonformal considered as “any organized, systematic, educational activity, carried on outside the framework of the formal system, to provide selected types of learning to a particular subgroup in the population. A problem higher education faculty face is the lack of a framework for holistic student professional development and assessment. Such a framework can serve as a bridge between academic and professional identity development This article presents the framework planned in the institute for professional development of students where the students learn by Informal education by association and affiliation, specifically, “the life-long process by which every person acquires and accumulates knowledge, skills, attitudes, and insights from daily experiences and exposure to the environment. The idea is to facilitate an academic mixed with co-curricular and extra co-curricular culture so that they can participate as effectively . Our mixed-methods study examined the impact of many activities leadership, classroom experiences, and sociocultural levels; the findings inspire new directions for program design with key insights for student PD program evaluation. Keywords— Keywords: Educational change, impact evaluation, professional development,

How to coach student professional development during times of challenges and uncertainties

BackgroundWhat we teach our (bio)medical students today may differ from the future context under which they will operate as health professionals. This shifting and highly demanding profession requires that we equip these students with adaptive competencies for their future careers. We aimed to develop a framework to promote and facilitate professional development from day one, guided by self-awareness and self-directed learning.ApproachBased on self-directed, transformative and experiential learning, patient involvement and teamwork, we developed a 3-year longitudinal personal-professional development (LPPD) program in the (bio)medical sciences undergraduate curriculum to stimulate self-driven professional development in a variable context. Through group meetings and individual coach consultations, students address topics such as self-awareness, self-directed and lifelong learning, collaboration, well-being and resilience. To drive learning students receive extensive narrative feedback on an essay assignment.EvaluationExperiences and outcomes were evaluated with questionnaires and in-depth interviews. Students and coaches value personal and professional development in a safe learning environment that encourages self-exploration, diversity and connection. Over time, students show more self-awareness and self-directedness and increasingly apply trained skills, resulting in professional identity formation. Students need more clarification to understand the concept of assessment as learning.ImplicationsWith the generic content of a longitudinal program embedded in a meaningful environment, the personal and professional development of students can be facilitated and stimulated to face future challenges. When translating to other curricula, we suggest considering the complexity of professional development and the time expenditure needed for students to explore, experiment and practice. An early start and thorough integration are recommended.

METHODS OF TEACHING INFORMATICS IN THE DISCOURSE OF THE EDUCATIONAL AND PROFESSIONAL PROGRAM“SECONDARY EDUCATION (INFORMATICS)”

The importance of methods of teaching computer science in the professional development of students who obtain the qualification of “teacher of computer science” in the educational and professional program “Secondary Education (Computer Science)“ is revealed. On the basis of the interpretation of the concepts of “methodology“ and “methodology of teaching the subject“, the author’s vision of the content of the curriculum in the discipline “Methods of teaching computer science“ is formulated. The educational and professional programs of higher education institutions regarding the availability of the mentioned discipline and the peculiarities of its study, in particular, at Rivne State University of Humanities have been analyzed. The purpose of studying computer science methods is formulated and the tasks (educational, cognitive, educational, practical), the solution of which contributes to the acquisition by students of awareness of the organization of the educational process in computer science in general secondary education institutions, the use of hardware and software, the development of their own and improvement of existing information and resource, educational, didactic and methodological materials are specified. The content of the course “Methods of teaching computer science” should be selected based on computer science as a fundamental science and as a school subject, as well as on teaching methods as an independent science and as a teacher's pedagogical activity. It is noted that the development of information and communication technologies, technical means and programming paradigms sets new goals for computer science and methods of its study, respectively, updating the process of professional training of computer science teachers. The connections of the studied discipline with other subjects of general and professional training are reflected. It is summarized that students obtaining the qualification of “teacher of computer science” should be familiar with the methodology of teaching computer science, its fundamental concepts and didactic principles and, on this basis, develop their own methodology, select and create pedagogically appropriate and balanced program and methodological support for the educational process.

The Effects of Exchange Experience on the Professional Identity Constitution of Undergraduates from CEFET-MG

International academic mobility programs are increasingly expanding, mainly due to the process of institutionalization of Brazilian educational institutions. The exchange experience can enable greater foreign language learning, intercultural, academic, and professional development of students, and a partnership network, which can contribute to future partnerships and/or job opportunities. Thus, the objective of this work was to understand some effects of meaning in the Campus Divinópolis CEFET-MG undergraduate students’ identity constitution, due to their experience studying abroad, in addition to identifying the representations that emerge in the discourse of the subjects participating in the research in relation to international exchange. This is qualitative research and the instruments we used to form the corpus were written autobiographical narratives and semi-structured interviews with the subjects participating in this study via Google Meet. Then, this study has an interpretive nature, as it allows different interpretations of the collected material. Four students from the Mechatronics Engineering course participated in our research, who, when narrating their experiences, brought their representations to life. The importance of exchange for personal, academic, and professional growth reverberated in the participants' statements, allowing constant identity transformation. Finally, this study can contribute to a better understanding of the need for the internationalization process of our institution, allowing an evaluation of international academic mobility programs, in addition to encouraging other students to seek these opportunities offered by the institution.

Acmeological technology of forecasting individual professional-oriented trajectories of students’ personality development

Introduction. In the conditions of deep transformations of modern society and labour market, the problem of revising qualification requirements for the content and level of training of professional personnel is being actualised. The main task of university education is to modernise curricula in order to form an independent subject of the educational process. The formation of such a specialist is possible through the use of individual scenarios for the educational and professional development of the student’s personality, both in basic and additional, including distance education throughout his/herprofessional biography. Only, in this case, the graduate will be ready to meet with the social and professional innovations of the future. Aim. The aim of the study is to theoretically substantiate, develop and test the acmeological technology of forecasting the individual professional-oriented trajectory of student personality development in the educational process of the university. Methodology and research methods. At the theoretical level, the article substantiates the concept of “individual professional-oriented trajectory of personality development”, develops the authors’ acmeological technology for predicting individual scenarios of educational and professional development of a student’s personality. The following tools and methods were applied: analysis, comparison, generalisation, authors’ interpretation of psychological and pedagogical literary sources in the field of individualisation and personalisation of education, construction of individual trajectories of educational and professional development of the student’s personality, and technological approach in education. The method of structural and functional modelling of acmeological technology was applied. The essence of the abovementioned method is to identify and describe the fundamental structural components and stages of technology that ensure the achievement of the desired result, identify the relationships between them and establish their functional characteristics. The experimental work included the initial diagnosis of a total sample of 180 first-year students of the Faculty of Psychology. The initial diagnosis was conducted before the implementation of the elective programme. As diagnostic tools for studying individual educational and professional trajectories, the following were used: the authors’ questionnaire “Individual Trajectories of Educational and ProfessionalDevelopment of Students” by E. F. Zeer, L. N. Stepanova; “Modified Questionnaire for the Diagnosis of Self-Actualisation of Personality” by A. V. Lazukin in the adaptation of N. F. Kalin; methodology “Investigation the Motivation of Studying at a University” by T. I. Ilyina; methodology “Meaning-Life Orientations” by D. A. Leontiev. To diagnose soft skills of students, a set of techniques was employed: “Coping Behaviour in Stressful Situations CISS” by S. Norman in adaptation by T. L. Kryukova; the test “Ability to Predict” by L. A. Regush; the methodology “Research of the Attitude of Personality to Innovation” by N. M. Lebedeva, A. N. Tatarenko; test “My Information Culture” by N. I. Gendin; self-test “Readiness for Self-Development” by V. V. Pavlov, T. A. Ratanova, N. F. Flakhta. Statistical data processing was carried out using the standardised IBM SPSS Statistics 17.0 software package. Results and scientific novelty. The concept of “individual professional-oriented trajectory of student’s personality development” is clarified; its structural components are highlighted: value-motivational cognitive, operational-activity and reflexive. The logical-evolutionary, system-dynamic, project-based and personal approaches of individual scenarios forecasting of educational and professional development of students developed by E. F. Zeer are presented. The following principles of forecasting the academic and professional development of the individual are substantiated: the principle of personal co-development, education and professional development; the principle of interaction of individual, personal and professional development; the principle of socio-professional mobility; the principle of alternative and multivariate forecasting of the professional future. The intrapersonal and environmental predictors of forecasting the individual educational and professional trajectory of student development during the period of professional training are determined, among which special importance is given to the educational environment of the university and its characteristics such as intensity, psychological comfort, democracy and openness. The acmeological technology of individual scenarios forecasting of educational and professional development of students has been scientifically substantiated, developed and tested. The results of testing confirm its effectiveness and the possibility of use in secondary and higher educational institutions. At the same time, the presented technology can be considered as a tool for improving students’ soft skills: innovative potential of the individual, willingness to solve problems and self-development, meaningfulness of life, development of a personal goal-setting system and time management. The obtained results expand the ideas existing in psychological science about the ways of individualisation of educational and professional personality development. Practical significance. The research results can be used in educational institutions of higher and secondary vocational education by psychologists, tutors, teachers who provide psychological and pedagogical support to students. Forecasting individual scenarios of educational and professional development promotes conscious entry into the profession and awareness of the personal meanings of the education received, which is of particular value as a prevention of negative scenarios of professional development of the individual in the future.

Peculiarities of Assessment of Knowledge of Higher Education Students in the Conditions of Distance Learning (on the Example of Historical Disciplines)

The article is devoted to the analysis of the main forms of assessment of knowledge and skills acquired by higher education students in the study of historical disciplines in the context of distance learning, which can provide a quick correction of the educational process towards its improvement. Attention is drawn to the fact that assessment should be considered not only as a means of recording the results of students' learning activities, but also as a critical analysis of the educational process in order to improve it. It is shown that it is important to introduce an assessment system that would provide an adequate assessment of the student's work, knowledge and skills acquired during the course of study and provide the teacher with timely information to adjust the educational process. The author concludes that the transition to distance learning has given rise to a rethinking of the forms and methods of teaching, motivation of students' cognitive activity, and verification of their achievement of the expected learning outcomes. In order to make the most of the online environment, teachers need, on the one hand, to neutralize the main problems of this format, and on the other hand, to use the result to adjust, improve and update the educational process. To achieve this, control should be systematic, provided with theoretical support for students' learning activities in terms of mastering knowledge and skills and constant feedback between the teacher and the student. If we expect higher education students to become creative people who think critically and solve real problems, then all forms of control should be aimed at developing and assessing these skills. This will not only increase confidence in the higher education system, but will also have a positive impact on the quality of the educational process and the professional development of students.

Implementing Positive Pedagogy in Teaching English as a Foreign Language

The present contribution is devoted to the implementation of ideas of positive pedagogy in teaching English as a foreign language. The paper presents the basic concepts of positive pedagogy, which enhances positive thinking in students. Positive pedagogy develops within the framework of the didactics of optimism, which makes it possible to use pedagogical resources and means efficiently. From this perspective, the overview of  the specifics of positive pedagogy is provided and recommendations are suggested in the form of techniques and tasks of a practical nature. The concept of emotional intelligence, which implies the ability to self-regulate and to constructively build communication, is also considered. In the professional development of students, it is essential to model the indicated processes of the emotional sphere in English classes. In particular, the paper discusses techniques that foster the development of students' emotional intelligence through teaching English while contributing to its effective assimilation simultaneously.

Through many doors at once: rethinking the multiverse of graduate student professional development

PurposeThe purpose of this study is to explore how the phenomenon of academic professional development looks through the eyes of graduate students navigating the increasing complexity of postgraduate careers. This study pays particular attention to how current students navigate the interplay between their beliefs, intentions and behaviors when it comes to making choices regarding their engagement in professional development.Design/methodology/approachThis is a qualitative study, based on a phenomenological analysis of seven in-depth interviews with advanced PhD students from the earth sciences college at a large, public, research-intensive university located in the mid-Atlantic area of the USA (Penn State).FindingsFramed in the Theory of Planned Behavior, the findings of this study suggest that the interviewees varied across all aspects of Theory of Planned Behavior: in their beliefs about valued career paths, in their convergence or divergence from the departmental or institutional norms they perceived and in their sense of control over their career pathways. They all shared, however, a strong desire to successfully navigate the widening array of possibilities to achieve a range of personal and professional goals, but they often lacked the ability to align those intentions with actions related to professional development.Originality/valueThis study suggests that institutions may wish to rethink their positionality in the professional development of graduate students, moving away from centralized models of direct support and towards more indirect, informal and co-created means of exerting influence and building community.

Механизмы управления качеством образования на основе оценки профессионального развития студента

В данном исследовании анализируется критерий оценки качества образования на примере технического университета. Качество образования основано на оценке и мониторинге профессионального развития студента с использованием цифровых ресурсов. Таким образом, обеспечивается тесное взаимодействие полученных результатов с требованиями к выпускнику, указанными в федеральных государственных образовательных стандартах высшего образования по конкретной (инженерной) специальности. С учётом этих показателей происходит корректировка дидактических условий профессионального и личностного развития обучающихся. Полученные факты обрабатывались с помощью специальной компьютерной программы, хранение, поиск и обработка которой реализованы в информационной системе оценки профессионального развития студентов. Обобщение опыта позволяет регулировать условия развития отдельных компетенций и представить механизм управления качеством образования. Данный механизм включает мониторинг и оценку профессионального развития студентов, анализ образовательной ситуации и принятие решений о корректировке содержания и методов подготовки будущих специалистов- инженеров. The essence of the study is to apply the quality management system of education at a technical university based on the criteria-based assessment and monitoring of a student's professional development using digital resources, which provides a more continuous comparison of this information with the requirements for a graduate specified in the federal state educational standards of higher education for a specific (engineering) specialty, and adjustment of didactic conditions for students’ professional and personal development. The obtained facts were processed applying a special computer program; the storage, search and processing of which are implemented in the information system for assessing the students’ professional development. Summarizing the experience of "adjusting" the conditions for the development of individual competencies allowed us to present a mechanism for managing the quality of education based on the assessment of the student's professional development, including monitoring and evaluation of students' professional development, analysis of the educational situation and decision-making on adjusting the content and methods of future engineer training.

Opinion & Special Articles: Examining the Hidden Curriculum of Medical School From a First-Generation Student Perspective.

With the incorporation of pass/fail outcomes into the curricula of many medical schools, a greater premium is being placed on leadership, research, and other extracurricular pursuits. These activities, as well as the cultivation of social capital, represent a "hidden curriculum" which offers significant benefits to career development that are not often explicitly stated. The hidden curriculum benefits students with generational knowledge of the medical school infrastructure and harms first-generation and/or low-income (FGLI) students, who take longer to integrate into the professional environment and experience more challenges along the way. FGLI students show increased persistence, and they offer diverse perspectives, but poor representation and lack of a clear pathway narrow their entry into several medical specialties, including neurology. As neurologists and educators, we play a role during a critical time of medical student professional development and can help bring the hidden curriculum into the light. Recognition of student backgrounds should guide policies to arm all students with knowledge to make the most of the limited timeframe of medical school. To reduce the lag phase of less enfranchised students, several effective practices can be instituted with minimal modification to existing medical school infrastructure. Efforts to support FGLI students by increasing transparency of the hidden curriculum, formalizing FGLI mentorship groups, and centralizing key information and resources will pay dividends with greater realization of promise and increased diversity and inclusion across more specialties.

Increasing the PharmD Pipeline, Encouraging Student Success, and Supporting the Underserved Through Pre-Pharmacy Advising

Academic advising for pre-pharmacy students lacks best practice recommendations specific to the pharmacy profession. When considering contemporary challenges in pharmacy education, adoption of high-quality advising approaches will likely have a positive influence on professional school enrollment, general student success, and educational access for the traditionally underserved. As pre-health academic advising is an important component of student professional development, standardizing best-practice strategies in and around pharmacy programs will "[strengthen] the pharmacy pipeline" and "[raise] the profile of pharmacy" as stated in the 2021-2024 Strategic Plan Priorities, Goals and Objectives issued by the American Association of Colleges of Pharmacy (AACP). An investment is needed to codify such practices in pre-pharmacy advising and scale these techniques across pharmacy schools positioned to serve undergraduates.

Building Rural Primary Care Research by Connecting Rural Programs.

Both research and medical education make substantial contributions to rural primary care and health. An inaugural Scholarly Intensive for Rural Programs was conducted in January 2022 to connect rural programs within a community of practice focused on promoting scholarly activity and research in rural primary health care, education, and training. Participant evaluations confirmed that key learning objectives were met, including stimulating scholarly activity in rural health professions education programs, providing a forum for faculty and student professional development, and growing a community of practice that supports education and training in rural communities. This novel strategy brings enduring scholarly resources to rural programs and the communities they serve, teaches skills to health profession trainees and rurally located faculty, empowers clinical practices and educational programs, and supports the discovery of evidence that can improve the health of rural people.

Implementation of an Experiential Service-Learning Course in Biomedical Engineering Design for Undergraduate Students

The unique characteristics of the training needed for today’s biomedical engineers can represent a challenge in curriculum design. Practical experiential learning for biomedical engineering undergraduates is important to prevent under-developed professional skills. In this teaching tips article, we provide an example of how to incorporate experiential learning into the biomedical engineering curriculum to address the need for undergraduates to gain the desired skillsets to serve as the next generation of leaders in engineering, medicine, and business all through the lens of civic engagement. Here we outline our implementation of a recently developed service-learning course for our sophomore students that allows introduction of biomedical engineering discipline-specific design process early on in their undergraduate studies. Student teams work to design, build, and test novel devices to solve the unmet need of community partners, and in doing so, the course prepares students in developing technologies that not only address public health needs but that are also embraced by the community. This course in team-based design can help train students in analyzing real world problems for needs-based biomedical engineering through projects identified by interaction with community partners. Providing specifics of how this course was implemented as well as our reflection on student learning, we offer an analysis of the areas of success, a discussion of how interactions with community partners benefits the student professional skills development, and considerations regarding implementation. Here we highlight the ability of this course to exercise students’ social awareness in the design of technologies to improve society by addressing the genuine needs of community partners.

“Pieces of Myself”: The Pedagogical Power of an Illness Narrative Assignment for Doctor of Physical Therapy Students

Purpose: Narrative medicine in healthcare education is used to promote a deeper understanding of the illness experience to promote compassionate, patient-centered care. The purpose of this qualitative study was to explore first year physical therapy students’ perceived learning after completing a first-person illness narrative assignment within a required Whole Person Care course prior to clinical experience. Method: Fifty-nine first-year doctor of physical therapy students completed an illness narrative assignment of a known individual with an illness experience from the first-person perspective. Data from students’ reflections on completing the illness narrative assignment were analyzed. Themes organically emerged from the open-ended prompt “What do you feel you learned writing the illness narrative?” Results: Four primary themes of perceived student learning emerged: deeper understanding of oneself, cognizance of values, understanding the illness experience of others, and recognition of future professional role. Three of these primary themes correlate with constructs of professional identity formation. Results substantiate previous studies advocating the use of narrative medicine to facilitate patient-centered care and professional identity development in healthcare education. Conclusions: A single illness narrative assignment with reflection created deeper understanding of the human illness experience for patient-centered care and supported physical therapy student professional identity development prior to clinical experience. This study adds to the limited research on effectiveness of narrative in physical therapy curricula. It also informs educators of a pedagogical approach early in curricula to leverage student professional identity formation. The study additionally answers the recommendations for research on effective implementation of humanities, early integration of narrative pedagogy, and the creation of learning spaces to support student professional identity formation.

ОРГАНИЗАЦИЯ ВИРТУАЛЬНОЙ ОБЛАЧНОЙ ЛАБОРАТОРИИ ДЛЯ РАЗВИТИЯ ПРОФЕССИОНАЛЬНЫХ КОМПЕТЕНЦИЙ В ОБЛАСТИ СЕТЕВОГО И СИСТЕМНОГО АДМИНИСТРИРОВАНИЯ ПРИ ПОДГОТОВКЕ БУДУЩИХ IT-СПЕЦИАЛИСТОВ

The article proves the importance of modern virtualization tools usage in professional education by modeling the cloud infrastructure of a corporate network for the student professional competencies development of the network and system administration. The use of the specially organized virtual cloud laboratory allows effectively developing not only theoretical, but also practical component in training future competitive IT specialists. It also helps to test technologies for ensuring reliable operation of a distributed, high-load web application in the private cloud service of a corporate computer network.

Evaluation of Traditional and Online Anatomy Teaching of Medical Students in the Covid 19 Pandemic

Amaç: Covid-19 pandemisi 2020 yılının başlarından beri tüm dünyayı etkilemiştir. Özellikle bu süreç içerisinde eğitim-öğretim faaliyetleri olumsuz yönde etkilenmiştir. Bu çalışma ile Covid-19 pandemisi döneminde çevrimiçi anatomi eğitiminin öğrenci geri bildirimleri ile değerlendirilmesi ve ilerleyen yıllarda çevrimiçi eğitimin daha aktif olarak kullanılmasının verimli olup olmayacağı sorgulanmıştır. Bununla birlikte, geleneksel anatomi öğretimini uzaktan öğretim yöntemiyle karşılaştırarak tıp öğrencilerinde Covid-19 salgınının anatomi öğretimi üzerindeki etkisinin belirlemesi üzerine tasarlanmıştır.Yöntem: Çalışma Akdeniz Üniversitesi Tıp Fakültesinde eğitim gören Dönem II ve Dönem III öğrencileri ile gerçekleştirilmiştir. Araştırmaya Dönem 2 öğrencilerinden 241 kişi, Dönem 3 öğrencilerinden ise 159 kişi olmak üzere toplamda 400 öğrenci dâhil edilmiştir. Çalışmaya katılan öğrencilerin %55’i erkek, %45’i kadındır. Dönem III öğrencileri anatomi eğitimini ağırlıklı olarak çevrimiçi yöntemlerle gerçekleştirirken, Dönem II öğrencileri anatomi eğitimini ağırlıklı olarak hibrit uygulama yöntemiyle tamamlamışlardır. Çalışmada Covid-19 pandemisi sırasında anatomi disiplini için sanal öğretim yöntemi hakkındaki görüşleri ve öğretim metotlarının, öğrenci üzerinde etkisi incelenmiştir. Yapılan anket çalışmasının sonucunda elde edilen veriler SPSS (Statistical Package for the Social Sciences) 25.00 paket programı ile analiz edilmiştir. Çalışmada 0,05'ten küçük p değerleri istatistiksel olarak anlamlı kabul edilmiştir.Bulgular: Geleneksel anatomi öğretimi en çok tercih edilen ve etkili öğretim yöntemi olmaya devam etmektedir. Öğrenciler, çevrimiçi anatomi yöntemlerinden en çok derslerin önceden kaydedilmiş video kayıtlarını yüksek düzeyde tercih etmişlerdir (p=0.01). Çalışmanın sonuçları değerlendirildiğinde çevrim içi yöntemlerin etkinlik ve verimlilik açısından faydalı olduğu tespit edilmiştir. Bununla birlikte öğrencilerin yüz yüze eğitim yöntemlerine kıyasla çevrimiçi eğitim yöntemlerini “kısmen” tercih ettiği belirlenmiştir (p=0,04). Bu bağlamda çevrimiçi eğitimin, yüz yüze eğitimin yerine tamamen geçemeyeceği fakat yüz yüze eğitim yöntemlerinin çevrimiçi eğitim yöntemleriyle desteklenebileceği sonucuna varılmaktadır.Sonuç: Çalışmanın sonucunda elde ettiğimiz veriler doğrultusunda pandemi döneminde öğrencilerinin aldığı çevrimiçi anatomi derslerinin ve yöntemlerinin mesleki gelişimleri açısından oldukça önemli olduğu sonucuna varılmıştır. Ancak çevrimiçi eğitimin, yüz yüze gerçekleştirilen örgün eğitim sisteminin yerini alamayacağını bir gerçektir. Bu çalışmanın çevrimiçi eğitim ve eğitim yöntemleri açısından sağlık bilimleri alanlarında yapılacak olan çalışmalar için bir kaynak oluşturacağını düşünmekteyiz. Bununla birlikte çeşitli uzaktan eğitim yöntemlerini geleneksel yüz yüze anatomi öğretimiyle karşılaştıran bu çalışma ile dijital öğrenmenin yüz yüze öğrenmeyi destekleyici bir işleve sahip olabileceği öngörülmektedir.

Moral and patriotic coordinates of volunteer activity as a means of building educational and socio-pedagogical work

In the article, the built picture of the four-vector phenomenology of voluntary activity (heroic, victim, transformative, life-affirming) can serve as a kind of “ethical map” for measuring the motivation for participation in volunteering. In addition, it can serve as the basis for determining the goals and mission of building educational and socio-pedagogical work in various volunteer associations. The problem of the formation of social activity of student youth in the conditions of reforming Ukrainian society is analyzed, the criteria of social activity, the importance of social activity for the further development of society and the professional development of students are considered. The concept of volunteering as a segment of civil society, the main directions of volunteering in modern Ukraine, the impact of hostilities in the East of the country on the development of volunteering have been studied. The thesis about the dialectical relationship between social activity and students' participation in volunteer activities is substantiated, where volunteer activity is considered as a manifestation of social activity and as a factor in its formation. An example of the activities of a higher educational institution regarding the involvement of students in volunteer practice as an important factor in the formation of students' social activity is given.

Mathematical education at a technical university: Motivational aspects

Introduction. The spread of digital technologies in all areas of life is associated with the acquisition of a prestigious profession related to the field of information and communication technologies and the influx of students to these specialties. However, level of motivation among these students is significantly different. They simply do not have significant knowledge about the profession and do not realize, for example, the need to study such an abstract discipline as mathematics. This is due to the increased motivation and interest of students in the study of mathematical disciplines.Purpose setting. The article deals with the problems of motivation of undergraduate students in the study of mathematical disciplines in a technical university.Methods and methodology of the study. The main methods of the research are analysis, generalization of published materials, personal observation and experienced authors in teaching the discipline "mathematical student analysis" based on first-year students of the Faculty of Automation and Computer Engineering of the Novosibirsk State Technical University.Results. The authors see one of the possibilities to increase interest of students in the introduction of extended survey lectures, the purpose of which is to convey to first-year students all serious fundamental mathematical training, linking such training with the chosen specialty and pointing out the impossibility of replacing it with the study of "fashionable" trends, for example, in the computer industry. The authors pay special attention to the analysis of the level of training of school graduates. It is noted that one of the reasons for the low motivation of students to study at a technical university is their weak mathematical training, which does not always correspond to relatively high USE score in specialized mathematics, which allows them to enroll in universities without exams.Conclusions. The level of motivation largely determines the effectiveness of training specialists, therefore, one of the tasks of a university teacher is to purposefully form motivations aimed at professional adaptation and professional development of students.