Professional Formation Research Articles

THE EXPERIENCE OF BUILDING THE EDUCATIONAL PROCESS IN THE MASTER’S DEGREE PROGRAMME AS A RESOURCE FOR THE DEVELOPMENT OF HIGHER PEDAGOGICAL EDUCATION

The article substantiates the relevance of analysing the experience of teacher training under the Master’s degree programme as a resource for the development of domestic pedagogical education. The authors reveal the conditions for successful construction of the process of professional training, whose implementation contributes to the professional formation of a specialist’s competitiveness: formation of integrated competence, a modular curriculum, selfregulated learning strategies.

Developing and integrating professional resilience: influencing factors for social workers as students and new practitioners

ABSTRACT Increasingly complex practice contexts challenge social workers’ resilience, impacting workforce attraction and retention. This study comprised longitudinal and qualitative research to understand what influences professional resilience development, maintenance and integration. Purposive sampling resulted in the inclusion of 23 participants from eight Australian universities. Interviews occurred when the participants were students nearing the completion of a Master of Social Work (Qualifying) degree and again after approximately six months of post-qualifying practice. The results reveal social workers’ resilience develops over time through processing experiences that occur within contexts and shape professional identity. Supportive relationships are integral to this process, becoming protective resources during adversity. In universities and human service organisations, relationships with peers, teams, direct line managers, and supervisors are crucial for enabling insight and growth through critically reflecting on experiences and understanding their impact on professional identity formation and resilience. A disparity emerged between the expectation of available resources as a student and the reality as a newly qualified social worker. The relational nature of resilience has implications for educating social work students and preparing them for practice realities, organisations seeking to sustain a resilient workforce, and practitioners who navigate these complex contexts.

CREATIVITY AS A KEY CHARACTERISTIC OF A SPECIALIST IN TOURISM

The art of thinking, taking creative decisions, creative attitude to the surrounding world, making creative choices ‒ these are the socially valuable personal and professional skills of a specialist in the tourism industry, which must be developed in the process of his professional education, in particular foreign language training. The purpose of this study is to find out the essence and meaning of creativity as a factor of positive thinking and creative transformation of reality with the aim of its improvement, primarily in the aspect of harmonizing contradictions in the modern globalized world, as well as to emphasize the need for active, creative personality formation in the process of professional development. The relevance of the issues raised is obvious, given the role of the individual under the conditions of deepened technocratization of the information society, whose viability and security is primarily ensured by professional and humanistic potential. The work was performed using the analytical-synthetic method of researching the psychological-pedagogical conditions of the professional formation of the personality, regularities and didactic mechanisms of the development of socially valuable personal and professional qualities, the motivational sphere of a person, motivational forces and means of their regulation in the process of foreign language training. The result of the conducted research is a series of generalizations and conclusions regarding the creativity of the individual as a result of the combination of rational-sensory and intuitive knowledge of objective reality, whose prerequisite, in our opinion, is the need for new experience, a new look at things, a new interpretation of established ideas in order to develop the ability of solving problems or performing problematic tasks. The obtained results serve as a contribution to the development of the humanistic tradition in pedagogy, designed to affirm the role of the individual in the cultural-historical context.Key words: activity based approach, communicative behavior, creative attitude, foreign language training, intellectual and spiritual development, intuitive cognition, positive thinking.

ENERGY DREAMER, LEADER AND CREATOR! VALERII PAVLOVYCH URENOV ARCHITECT. SCIENTIST. TEACHER.

The main biographical marks of the professional formation of the director of the Architectural and Art Institute, the head of the Department of Architecture of Buildings and Structures, the Doctor of Architecture, the professor , the Honored Architect of Ukraine, the academician V.P. Urenyov - are considered. Memories of colleagues, friends, contemporaries.

Professional identity formation among undergraduate pre-medical students: a scoping review protocol

BackgroundProfessional Identity formation is the process by which learners internalize a profession’s values, behaviors, and perceptions. With respect to physicians, this occurs at multiple levels of medical education, including the undergraduate, graduate, and continuing medical education stages. Professional identity formation likely starts even earlier, during the undergraduate pre-medical years but, to date, no known scoping or systematic review has been conducted on this topic. The objective of this scoping review is to systematically map the literature on professional identity formation among undergraduate pre-medical students.MethodsThis review protocol has been designed following the Arksey and O’Malley framework. We will search MEDLINE, CINAHL, Embase, and Scopus, as well as relevant grey literature, conference proceedings, and citations of selected articles. Inclusion criteria are articles (1) written in the English language, (2) involving undergraduate pre-medical students in the USA and Canada, and (3) containing original data about professional identity formation. Two independent reviewers will evaluate the titles, abstracts, and full articles for eligibility. A third reviewer will help resolve any disputes. Once the full text of articles are obtained, data will be abstracted using a standardized form. A narrative summary of findings will then be conducted, as well as a consultation exercise with university pre-medical students, pre-med advisors, and first-year medical students.DiscussionBy conducting this scoping review, we expect to gain a better understanding of how the experiences of undergraduate pre-medical students impact their professional identity formation. These findings will help to identify gaps in the literature, to better characterize professional identity formation in the specific context of the undergraduate pre-medical track, and to outline potential approaches to facilitate professional identity formation among undergraduate pre-medical students.Systematic review registrationThe protocol is registered with the Open Science Framework (htps://osf.io/nfzxc).

Re-examining single-moment-in-time high-stakes examinations in specialist training: A critical narrative review

In this critical narrative review, we challenge the belief that single-moment-in-time high-stakes examinations (SMITHSEx) are an essential component of contemporary specialist training. We explore the arguments both for and against SMITHSEx, examine potential alternatives, and discuss the barriers to change. SMITHSEx are viewed as the “gold standard” assessment of competence but focus excessively on knowledge assessment rather than capturing essential competencies required for safe and competent workplace performance. Contrary to popular belief, regulatory bodies do not mandate SMITHSEx in specialist training. Though acting as significant drivers of learning and professional identity formation, these attributes are not exclusive to SMITHSEx. Skills such as crisis management, procedural skills, professionalism, communication, collaboration, lifelong learning, reflection on practice, and judgement are often overlooked by SMITHSEx. Their inherent design raises questions about the validity and objectivity of SMITHSEx as a measure of workplace competence. They have a detrimental impact on trainee well-being, contributing to burnout and differential attainment. Alternatives to SMITHSEx include continuous low-stakes assessments throughout training, ongoing evaluation of competence in the workplace, and competency-based medical education (CBME) concepts. These aim to provide a more comprehensive and context-specific assessment of trainees’ competence while also improving trainee welfare. Specialist training colleges should evolve from exam providers to holistic education sources. Assessments should emphasise essential practical knowledge over trivia, align with clinical practice, aid learning, and be part of a diverse toolkit. Eliminating SMITHSEx from specialist training will foster a competency-based approach, benefiting future medical professionals’ well-being and success.

Specificity of Organizational and Methodological Ensuring the Learning Process in the Information and Educational Environment

The article identifies the main trends characterizing the modern educational space; analyzed the content characteristics of the informational educational environment as a pedagogical system that combines informational educational resources, computer learning tools, educational process management tools, pedagogical techniques, methods and technologies. Based on the analysis of the scientific works of leading scientists, the main characteristics of the informational educational environment (variability, contextuality, polyfunctionality, adaptability) are determined, and their explanation is given; the functions of the informational educational environment are determined and the structure is substantiated. It has been proven that the information and educational environment consists of the goals and tasks of the organization of the project process, as well as the program-methodical (normative support for the functioning of the educational system), information-knowledge (a set of competencies), communication (interaction of the subjects of the educational process), technological ( modern teaching aids) components. The specifics of the use of advanced educational technologies in the information and educational environment are clarified. The conclusion that the information and educational environment of higher education institutions in modern conditions solves the following tasks is substantiated: improving the quality of education and the level of professional competence formation; ensuring the availability of educational services; lifelong learning; preparing students for the use of information technologies in an open digital society; increasing the efficiency of the education system in general.

Best Practices in Patient Education: Medical Students' Perceptions and Implementations.

Effective patient education can help achieve better clinical outcomes, especially when a patient is managing a chronic illness. Despite patient education being an important skill in the professional formation of physicians, little is known about medical students' perceptions and implementations of such strategies. After completing a chronic illness educational module, second-year medical students were asked to rate the importance of specific patient education strategies and to assess their use of said strategies in the module's project assignment. Results indicated students utilized different patient education strategies from those they initially identified as most effective.

Church and Liberal Healthcare: Need of Spiritual and Moral Education for Healthcare Workers

The increased attention of the Orthodox Church to issues of medical education in our country was the result of the fact that in the 1990s it once again became one of the most active forces in our society. The connection between the church and the medical community, which goes back to a time when the doctoring of the mind and bodily health was in fact the work of the same people, cannot leave the church indifferent to the professional formation of healthcare workers. The Soviet era saw the forced de-Christianization of the medical profession and measures taken to abolish medical ethics rooted in the Hippocratic Oath and the Gospel commandments. The restoration of dialogue between church and medicine began after the collapse of the Soviet state, but it is still insufficiently regular. Currently, factors complicating this dialogue are liberal medical legislation and capitalist economies in health care. The former, by legalizing abortion, artificial insemination, and sterilization, absolves the doctor of moral responsibility in matters concerning the management of human life; the latter encourages him to view his profession not as a service, but as a means of making money from other people’s suffering. If the dialogue between church and medicine were to be carried on permanently within the walls of medical schools, it would strengthen the spiritual and moral foundations of the medical profession, upon which it has always existed. One of the most significant forms of this dialogue should undoubtedly be the teaching of biomedical ethics, which should be grounded in modern theology and the values of traditional spiritual cultures of Russia.

Analysis of Character Education Strategy, Personality, and Cadet Professionalism Through Preventive Punishments

Discipline and exemplary must be carried out continuously or habitually to create a character. Character education strategies require tools/media to implement them. The tool is in the form of rules, regulations, norms, and existing ethics. Cadets are among the representatives of a generation that demands high quality and performance. Cadets are essential in deciding a nation's progress since an advanced nation has a high degree of quality people resources, praiseworthy character, and a strong and resilient mental attitude. This study aims to find out how the application of character education to the formation of personality and professionalism of cadets in carrying out education and to find out the options/views that can be developed in character education, personality, and professionalism of cadets. This research used a descriptive approach. The data was collected from interviews, field notes, personal documents, notes or memos of researchers, and other supporting official documents. The results of this study in the form of character education factors explain the variance of 48,437%. Personality factors can explain the variance of 15,635%. The professionalism factor is the third factor, with an eigen of 3,591 and a variance value of 38,129%. The Preventive Punishment factor is the fourth factor that has a variance of 25,456%. It can be concluded that the analysis of several factors in determining cadets' character education strategy, personality, and professionalism, with preventive punishments, is carried out with rules, recommendations and orders, prohibitions, and discipline.

Enhancing professional identity of first-year occupational therapy students with the community-academia student tutoring program

Introduction: Delayed professional identity of occupational therapists inhibits successful transition from student to professional. One of the objectives of development of the Community–Academia Student Tutoring (CAST) program is to encourage professional identity formation among first-year undergraduate occupational therapy students. It focuses on developing competence in communication and professional knowledge through a learning-community setting while interacting with individuals with disabilities, thus enhancing students’ self-reflection abilities. Methods: Mixed-method design assessing change before and after participation among 193 students, in competence components essential for professional identity, and factors supporting its formation. Open-ended questions assessed the students’ perceived contribution of the CAST program. Results: Significantly higher competence in knowledge about people with disabilities and relating to them; increased sense of belonging to a learning community and self-reflection abilities compared to before. Relationship with a person with disability and belonging to a learning community predicted 25.4% of the variance in perceptions of program contribution. Central in the students’ experience were development of self-reflection abilities and interpersonal relationship skills, and learning occupational-therapy concepts through meeting people with disabilities. Conclusions: First-hand relationships with people with disability and self-reflection in a structured learning-community setting, may help develop first-year students’ communication skills and their professional identity as occupational therapists.

Teacher as Researcher: Professional Training in the System of Classical University Education

The article is devoted to the problem of professional training of a teacher as a researcher in the system of classical university education. Its relevance and significance at the present stage is due to intensively developing innovative processes in various spheres of society that require a person to conduct research, as well as modernization of the education system, which is acquiring a research character in school today. The purpose of the article is to substantiate the results of a theoretical and experimental study of the professional formation of a teacher-researcher in the system of teacher training at a classical university, the effectiveness of the revealed and implemented organizational and pedagogical conditions that optimize this process. The methodology of the research is based on the leading methodological approaches – systemic, subject-activity, dialogical – which in their unity form a methodological platform for the scientific and theoretical substantiation of the system of professional training of a teacher as a researcher at a classical university. The main research methods are the analysis of scientific literature on the problem of research, observation, the method of practical knowledge, generalization and interpretation of the results obtained. The article presents, as well as theoretically substantiates the organizational and pedagogical conditions identified by the author that contribute to the effective preparation of university graduates for research activities, shows the process of their implementation in the educational practice of a classical university. In conclusion, it is concluded that the value potential of classical university education is a powerful factor that optimizes the process of professional training of a teacher-researcher. On the other hand, the innovative transformations taking place in the modern school have a dynamizing influence on it. However, only the implementation of the organizational and pedagogical conditions identified by us creates the most favorable prerequisites for meeting the needs of the educational sector of the region in highly qualified pedagogical personnel with a focus on professional activity as research.

"It's What We Can Do Right Now": Professional Identity Formation Among Internal Medicine Residents During the COVID-19 Pandemic.

The COVID-19 pandemic represents a consequential moment of disruption for medical training that has far-reaching implications for professional identity formation (PIF). To date, this has not been studied. As medical education grapples with a postpandemic era, it is essential to gain insight into how the pandemic has influenced PIF to better support its positive influences and mitigate its more detrimental effects. This study examined how PIF occurred during the COVID-19 pandemic to better adapt future medical training. Constructivist grounded theory guided the iterative data collection and analyses. The authors conducted semistructured group interviews with 24 Ontario internal medicine residents in postgraduate years (PGYs) 1 to 3 between November 2020 and July 2021. Participants were asked to reflect on their day-to-day clinical and learning experiences during the pandemic. Twenty-four internal medicine residents were interviewed (12 PGY-1 [50.0%], 9 PGY-2 [37.5%], and 3 PGY-3 [12.5%]). Participants described how navigating patient care and residency training through the pandemic consistently drew their attention to various system problems. How participants responded to these problems was shaped by an interplay among their personal values, their level of personal wellness or burnout, self-efficacy, institutional values, and the values of their supervisors and work community. As they were influenced by these factors, some were led toward acting on the problem(s) they identified, whereas others had a sense of resignation and deferred action. These interactions were evident in participants' experiences with communication, advocacy, and learning. Residents' professional identities are continuously shaped by how they perceive, reconcile, and address various challenges. As residents navigate tensions between personally held values and apparent system values, individuals in supervisory positions should be mindful of their influence as role models who empower values and practices that are recognized by participants to be important aspects of physician identity.

A Pilot Study of Art Museum-Based Small Group Learning for Pre-Health Students.

Health professions educators are increasingly recognizing the fundamental role the arts and humanities play in professional identity formation; however, few reports exist of programs designed specifically for pre-health professional students. We designed and delivered four, 2.5-h sessions for pre-health professions students at a local museum in partnership with museum educators. Participants were invited to respond to a follow-up survey asking about their perceived insights from and importance of the session. We used descriptive statistics and thematic content analysis for quantitative and qualitative data, respectively. Ten of the participants responded to the survey (n=10/23, response rate=43%) and all supported the integration of such an experience in their pre-health curriculum. The qualitative analysis of responses to the open-ended item about any insights gained from participation in the program revealed three themes: cultivation of the health professional, personal growth, and awareness and appreciation of multiple perspectives. Participants who responded to our survey drew meaningful connections to the relevance of these sessions to their development as future professionals.

Health Care Providers Working Cross-Culturally: Pitfalls, Pearls, and Preparation Resources for Culture Shock.

Health care providers engaging in cross-cultural work will likely experience culture shock, a psychological, behavioral, and physiologic response to new cultural environments that can significantly affect travelers. Culture shock has the potential for both negative and positive outcomes. Well-being, health, and professionalism can be negatively influenced during the peak of culture shock, but the experience may also positively promote transformative learning and professional identity formation. Culture shock has been carefully researched for different types of sojourners, such as undergraduate students and business personnel, but minimally for health care providers. This article defines culture shock, describes different health care-related cross-cultural opportunities, identifies factors contributing to culture shock, describes complexities related to measuring culture shock, depicts common cross-cultural challenges encountered by traveling health care providers, and offers tangible guidance to help prepare for culture shock. We conclude with a call for further research and resource development to support the well-being of an increasingly global health care workforce. [Pediatr Ann. 2023;52(9):e335-e343.].

Risk, Resilience, and Ethical Considerations in Artificial Intelligence

In a multi-institutional National Science Foundation artificial intelligence grant application, we generated ideas for an institute that can leverage intelligent agents for cybersecurity. My own role, as co-principal investigator, concerned communication involving risk, safety, ethics, and inclusion (broadly diversity, equity, inclusion, and accountability, or DEIA) based on my resilience scholarship and prior National Science Foundation funding in ethical development, ethical design, and professional formation of engineers. This essay does not present the grant itself (that is being revised for resubmission), but outlines some considerations with regard to risk, resilience, and ethics in artificial intelligence.

COMPARATIVE EVALUATION OF THE EFFECTIVENESS OF TRADITIONAL AND INTERACTIVE TEACHING METHODS IN POSTGRADUATE EDUCATION IN DENTISTRY

The article presents a comparative analysis of the effectiveness of traditional and interactive teaching methods in postgraduate education in dentistry. A comparative evaluation of the results of the effectiveness of traditional and interactive methods of teaching has been carried out by questionnaire on targeted questions of cadets and faculty members who participated in the Cycle of general improvement in dentistry: the interactive method is proved to be more promising than the traditional system of education in the professional formation of dentists.

Pharmacy Students' Perceptions of the Pharmacist Role: An Arts-Informed Approach to Professional Identity Formation.

Elements of professional identity are closely intertwined with professional roles, and individuals perceive themselves in relation to their roles. How pharmacists perceive their professional identity influences how they enact their roles in practice. For pharmacy students, understanding the pharmacist role and envisioning themselves in that role supports the formation of their professional identity. This study explores students' perceptions of the pharmacist role. First-year pharmacy students enrolled in the Doctor of Pharmacy program at the University of Alberta were invited to participate in this study. Using an adapted version of the draw-and-write technique, participants were asked to express their understanding of the pharmacist role visually. An analysis of the results was guided by established discourses related to pharmacist identity derived from pharmacy education literature. In total, 100 pharmacy students participated in this study. The findings indicate that pharmacy students have a comprehensive understanding of the pharmacist role, especially the dispenser and health care provider aspects of a pharmacist's professional identity. Additionally, students acknowledged the involvement of pharmacists in health care teams, in public health, and primary health care services. A discourse related to professional identity, the multi-faceted professional, emerged to describe the coexistence of multiple roles in modern pharmacy practice. An arts-based activity successfully facilitated the exploration of pharmacy students' perceptions of the professional role of pharmacists. This approach has potential in supporting instruction regarding professional identity formation within the curriculum.

Development of hidden curriculum skills in a COVID-19 vaccination centre.

During the COVID-19 pandemic, many medical students were deployed as vaccinators. This study set out to capture the lived experience of students at a London-based mass vaccination site, understand what they learned, how this learning compared to their experience of usual medical education and how any identified benefits might be leveraged in a post-pandemic context. Student vaccinators (n = 8) were recruited from the vaccine clinic workforce and invited to complete semi-structured interviews about their experiences. Thematic analysis was conducted on interview transcripts to identify significant concepts, which were interpreted in the context of available literature. Participants' experiences aligned broadly with the undergraduate curriculum. However, many also identified hidden curriculum areas developed through their work as vaccinators, including professionalism, self-regulating learning and ethical decision-making. The need for adequate support, whilst promoting autonomy, was highlighted as vital in supporting professional identity formation within a community of practice, benchmarking clinical knowledge and performance, and in support of student wellbeing, in the face of challenging real-world clinical encounters. Increased entrustment of clinical activity could be implemented in primary and secondary care settings to reproduce the benefits experienced by student vaccinators in front-line roles during the COVID-19 pandemic. Further work might consider how to maximise these benefits and increase inclusion and participation.

Modern training complexes of physical and special exercises aimed at solving the tasks of professional orientation of future officers

On the basis of an analytical review of special scientific literature, it was established that insufficient number of scientific papers are devoted to the urgent issue of developing highly functional complexes of special physical exercises that ensure the readiness of servicemen for service and combat activities.
 The main goal of the study is the development and approval of educational and training complexes of physical and special exercises that ensure the formation of the readiness of future officers to perform assigned tasks in various conditions of service and combat activity.
 In the process of empirical research, we have developed and tested educational and training complexes of special physical exercises that ensure the formation of the readiness of future officers to perform assigned tasks in various conditions of service and combat activity. A comparative analysis of the results of the pedagogical experiment shows an increase in the percentage of Eg cadets compared to representatives of Kg with a high level of professional competence formation – by 32%. In the process of comparing the results of the experiment before and after it was carried out, it was established that: among the representatives of Kg, the empirical values of the criterion x² are less than the critical one, the characteristics of the compared groups coincide at the significance level of 0.05; in Eg, the empirical values of the x² criterion are greater than the critical one, the reliability of the difference in the characteristics of the compared groups is 95%.