Seminar Classes Research Articles

Possibilities of the academic discipline «Pedagogy» in the development of critical thinking of students – future teachers

The article provides the author’s definition of the concept of «teacher critical thinking.» The potential of the academic discipline «Pedagogy» is revealed in the formation of critical thinking of students – future teachers. The possibilities of lectures and seminars in the development of critical thinking of students at a pedagogical university are outlined. Lectures allow you to demonstrate manifestations of critical thinking in the professional activities of a teacher: mechanisms for choosing methods, techniques, means of teaching and education, ways of constructing lessons and extracurricular activities. Seminar classes contribute to the development of students’ ability to detect the supra-situational problematic nature of a pedagogical situation, the formation of intellectual and personal qualities necessary for making pedagogical decisions. The logic of how students solve pedagogical situations is proposed, which contributes to the formation of critical thinking of future teachers: 1) orientation of students in the situation (analytical process), which becomes the starting point for determining the pedagogical task (constructive process); 2) obtaining information about the teenager (analytical process), on the basis of which the process of interaction with the teenager is organized (constructive process); 3) analysis of the achieved results (analytical process), leading to the determination of directions for further activities (constructive process). Examples are given of the formation of critical thinking of students – future teachers at lectures and seminars in the academic discipline «Pedagogy».

EDUCATION OF VALUE ATTITUDES TO PROFESSIONAL ACTIVITIES IN YOUNG LAW ENFORCEMENT EMPLOYEES (Based on the Example of the Discipline “Psychology”)

The article discusses one of the signifi cant topics in the training of young law enforcement offi cers, namely the education of a value-based attitude towards professional activity. The author pays special attention to the implementation of aspects of instilling a value-based attitude towards professional activity in the process of training young employees of internal aff airs bodies. Experience in conducting a set of written assignments in practical classes and options for current issues (topics) for discussion at seminar classes in the discipline “Psychology” are offered. The content of tasks and exercises aimed at cultivating a value-based attitude towards professional activity, awareness of the need to obtain professional knowledge, skills and abilities during the period of professional development as a signifi cant factor in the formation and cultivation of skills, business and personal qualities of an employee of internal aff airs bodies, his readiness to perform complex tasks is revealed. professional tasks in different conditions and circumstances of service.

Features of the content formation of the discipline “Modern valeological technologies” as a mandatory educational component in the professional training of students of educational program “Human Health and Physical Recreation”

This article presents the experience of introducing the mandatory educational discipline "Modern valeological technologies" into the educational process of training applicants of specialty 017 "Physical culture and sport" (on the example of the " Human Health and Physical Recreation" educational program).
 The purpose of this article is to highlight the experience of using the pedagogical potential of the health-preserving content of the discipline "Modern valeological technologies" in the process of professional training of future specialists in physical recreation and teachers of the basics of health.
 The content and structural elements of this training course are revealed with the hours indicated, a brief thematic plan is presented. It is proposed to study the discipline "Modern valeological technologies" in the V-VI semester, after studying other basic disciplines of the professional training cycle in the I-II course, such as "Theory and methods of physical education", "Human anatomy with the basics of general and age-related physiology and sports morphology", "Physiology of physical exercises and motor activity" etc. The total amount of study time is 180 hours (6 ECTS credits), including 28 hours – lectures, 50 hours – practical and seminar classes and 102 hours – independent work. The final control form is an exam.
 It is noted that the following types of active and interactive teaching methods are the most effective in helping students learn the health-preserving content of the discipline "Modern valeological technologies": context-type lectures: problem (discussion) lectures, lectures with visualization, lectures-conversations, binary lectures, lectures with pre-planned mistakes, press conferences, reflective lectures, "lectures in pairs" or combined variations can be used as well, which will compensate for the shortcomings of a typical lecture; innovative forms of seminar classes: pro-seminar, seminar using heuristic conversation, seminar-colloquium, seminar-conference, seminar-dispute, seminar-workshop, seminar-brainstorming, seminar-business game; training methods.

THE INTEGRATION OF KNOWLEDGE RESOURCES AND INFORMATION TECHNOLOGIES INTO THE SYSTEM OF PROFESSIONAL TRAINING FOR CADETS IN MILITARY HIGHER EDUCATION INSTITUTIONS

The study is dedicated to the analytical aspects of the prospects of integrating knowledge resources and infor-mation technologies into the system of professional training for cadets at military higher education institutions. An analysis of current trends in the development of the military education sector requiring optimization through the integration of knowledge and information technologies is conducted. The concept of “knowledge resource” is elucidated, and the value of knowledge resources in the training of military personnel is characterized. The main components of knowledge resources in the system of professional training for future military personnel are identified, including educational programs, educational materials (sylla- bi, textbooks, manuals, lecture materials, presentations, recommendations for independent work and seminar classes), human resources (scientific and pedagogical staff conducting formal training for military personnel, possessing sufficient knowledge and experience in the military field), informal and non-formal forms of learning (webinars, seminars, conferences), knowledge assessment system (tests, quizzes, practical assignments, etc.), video and audio materials. The feasibility of implementing in- formation technologies in the military professional education system is substantiated. The research reveals the impact of an integrated approach on the activity, motivation, and adaptability of cadets to modern challenges and threats. The distinction between information technologies and knowledge resources is justified, highlighting that information technologies are tools for processing and transmitting information, while knowledge resources are the information used for acquiring knowledge and solving tasks. Information technologies can assist in accessing knowledge resources, facilitating their processing, and rapid dissemination. The obtained results can serve as a basis for further development of educational programs and strategies for the development of military education aimed at preparing future military leaders.

DEVELOPMENT OF PROFESSIONAL COMPETENCE OF FUTURE PSYCHOLOGISTS IN MODERN CONDITIONS

The article deals with the problem of developing the professional competence of future psychologists in modern conditions of social development. An analysis of scientific-methodical and normative aspects of the development of professional competence of future psychologists in modern conditions was carried out. The concept of "professional competence" in the scientific circulation of some domestic scientists has been clarified. On the basis of the Educational and Professional Program of the first (bachelor) level of the specialty 053 Psychology, a set of professional competencies that future psychologists should master during their studies at a higher education institution is covered. The components of the professional competence of future psychologists are determined: theoretical knowledge; practical skills and abilities; personal and professionally important qualities. Ways of developing the professional competence of future psychologists in modern conditions are proposed: improvement of the content of professional training of future psychologists; introduction of innovative learning technologies, use of interactive teaching methods and techniques, unity of formal, informal and informal forms of education; organization of practical training of future psychologists; creation of a system of psychological support for the professional development of future psychologists. It was found that among the personal and professionally important qualities of future teachers are: the ability to empathize; communicativeness; stress resistance; reflexivity; interest etc. Proposed methods of increasing the effectiveness of the development of professional competence of future psychologists: traditional (lectures, seminar classes, practical classes, scientific and practical activities, practice, etc.); interactive (brainstorming, discussions, debates, analysis of professional (problem) situations, modelling, teaching others, etc.); innovative (project activities, classes using ICT, group work, soft skills development, etc.). The perspective of the research is to study ways of developing the professional competence of future psychologists during various types of practice.

FORMATION OF INFORMATION CULTURE IN STUDENTS OF ENGINEERING AND PEDAGOGICAL AREAS OF EXPERTISE DURING THEIR VOCATIONAL TRAINING

The study examines the problem of the content and structure of the students’ information culture in engineering and pedagogical areas of expertise, as well as directions, methods and technologies of its formation during their professional training. The purpose of the article is to highlight the content and structure of the information culture in students of engineering and pedagogical specialities and to study the leading ways of managing its formation within the vocational training process. It has been established that information culture is complex, integrated, and value-based personal formation, a structural component of the future specialist’s professional culture. It includes a set of knowledge, skills, values and attitudes that aid in effectively perceiving, processing, understanding, evaluating, storing, producing, sharing and application of information in the modern information society, in professional activity and in teaching in educational institutions. It has been found out that information culture in its development goes through several qualitative levels, namely: cognitive (the level of awareness and functional knowledge); emotional value-based (instructions, evaluations, and attitudes); and behavioural (actual and potential cultural behaviour in working with information) ones. Following the analysis of primary sources, within the space of an individual’s information culture, the culture of educational-cognitive activity, communicative and computer cultures have been distinguished. It has been claimed that each component has independent significance and, in unity, ensures the implementation of cognitive, value-orientating, creative-developmental functions, as well as the functions of optimization, intensification, and professionalization in the students’ professional training in engineering and pedagogical area of expertise. It has been generalized that information culture assists future professionals to become active participants in the contemporary information space, effective agents of society’s digital transformation, and representatives of high professional culture and professional and pedagogical mastery. It has been emphasized that the process of shaping the information culture in students of engineering and pedagogical specialities is an integral part of their professional training, conducted based on comprehensive and interdisciplinary approaches. The main directions of such activity include: deepening the content of curriculum disciplines, expanding the content of educational and production practices, introducing special courses and electives, refining the content of students’ independent educational activities in engineering and pedagogical specialities, developing project-based and public activities of students, and in addition – networking. Practical experience in implementing programs for the formation of information culture in educational institutions of various levels has shown that such programs can be successful if they are adapted to the needs and capabilities of a specific educational organisation. Further refinement of comprehensive interdisciplinary programs for the formation of the students’ information culture is seen in its adaptation to changes in the information environment, development of interactive resources, strengthening digital security, collaboration with other organizations, and spreading awareness regarding the importance of information culture and digital literacy among all participants of the educational process. It has been concluded that managing the process of forming the information culture of students in engineering and pedagogical areas of expertise is a complex and multi-faceted task. In its implementation, it is necessary to ensure the unity, interconnection, and complementarity of all the mentioned directions, as well as to carry out direct operation (via consulting, lectures, and seminar classes) and indirect (through pedagogical conditions, established procedures, instructions, and modern SMART systems) competent pedagogical management.

PREPARATION OF FUTURE TEACHERS FOR THE DESIGN AND IMPLEMENTATION OF A SAFE EDUCATIONAL ENVIRONMENT FOR PARTICIPANTS IN THE EDUCATIONAL PROCES

The article examines ways to increase the awareness of future teachers in the issues of safe behavior of participants in the educational process in educational institutions and their ability to predict and choose adequate methods of action in case of dangerous situations. It has been established that the analysis of normative legal acts enables future teachers to plan activities related to the implementation of quality education, prevention and timely corrections in educational activities in cases of emergency situations. It is well-founded that the subject of educational classes in professionally oriented disciplines (lectures, practical, individual, seminar classes and consultations) should provide students with knowledge of emotional, psychophysiological, spiritual and moral health of participants in the educational process. The necessity of forming mutual personal feelings towards students in future teachers in combination with acquiring the ability to fulfill regulatory and legal requirements regarding their own professional and pedagogical activity has been updated. It is recommended that, during the preparation of future teachers to create a safe educational environment in classes in professionally oriented disciplines, consider the issue of mastering the pedagogical impact of stressful tactics on the child's health, methods of creating psycho-emotional comfort of students in learning, prevention of neuroses, peculiarities of communication with children with neuropsychological disorders, overcoming the child's anxiety, tactics of psychological and pedagogical support, methods and techniques of psychological and pedagogical correction of the conditions of participants in the educational process. Training of future teachers to organize the safe life of students in educational institutions is connected with the creation of a motivational and innovative educational environment by acquiring knowledge on the formation of safe behavior of students by means of pedagogical innovations (studying in small groups, working in pairs, etc.) and intensifying the accumulation of knowledge by students.

TRAINING OF INTERNS IN SURGERY: TODAY’S FEATURES

Summary. The aim: To find the most effective methods of training interns in surgery under conditions of martial law restrictions at the Department of General and Emergency Surgery of the National University of Health of Ukraine named after P.L. Shupika.
 Main part. Training for surgical interns was organized in a mixed format, that is, theoretical disciplines in an online format; and the acquisition of practical skills, the study of which requires access to the patient in an offline format. Distance education was conducted in the remote conference system on the Zoom Video Communications platform, and exchange resources using the cloud services of the Google platform were used. The mailing was carried out via Viber messengers, cellular communication. The educational material fully corresponded to the approved curriculum according to the internship program for intern doctors and the specialty “Surgery”. The content of the lecture material was presented as a PDF presentation. Seminar classes were conducted in the format of an online webinar, the results of test tasks and situational tasks were analyzed. Practical classes were limited to independent study of video materials of educational videos and operations. An interview, Viber messengers, chat, and e-mail were used for the final control of knowledge. In order to master the practical skills of operative interventions, interns in surgery were involved in the treatment process of the departments of the surgical clinical base of the department of the multidisciplinary city clinical hospital No. 6.
 Conclusions. The optimal ways of learning in the intramural cycle of internships in surgery in a mixed form in martial law conditions are a combination of teaching the theoretical part in an online format and acquiring practical skills in mastering surgical interventions through the integration of interns in an off-line format into practical activities in surgical departments of the clinical base of the Department of General and Emergency Surgery of of the National University of Health of Ukraine named after P.L. Shupika.

Effect of Digital Game-Based Learning on Student Engagement and Motivation

Currently, academia is grappling with a significant problem—a lack of engagement. Humankind has gone too far into exploring entertainment options, while the education system has not really kept up. Millennials love playing games, and this addiction can be used to engage and motivate them in the learning process. This study examines the effect of digital game-based learning on student engagement and motivation levels and the gender differences in online learning settings. This study was conducted in two distinct phases. A game-based and traditional online quizzing tools were used to compare levels of engagement and motivation, as well as to assess the additional parameter of gender difference. During the first phase of the study, 276 male and female undergraduate students were recruited from Sophomore Seminar classes, and 101 participated in the survey, of which 83 were male and 18 were female. In the second phase, 126 participants were recruited, of which 107 (63 females and 44 males) participated in the anonymous feedback surveys. The results revealed that digital game-based learning has a more positive impact on student engagement and motivation compared to traditional online activities. The incorporation of a leaderboard as a gaming element in the study was found to positively impact the academic performance of certain students, but it could also demotivate some students. Furthermore, female students generally showed a slightly higher level of enjoyment toward the games compared to male students, but they did not prefer a comparison with other students as much as male students did. The favorable response from students toward digital game-based activities indicates that enhancing instruction with such activities will not only make learning an enjoyable experience for learners but also enhance their engagement.

Towards a Better Understanding of Social Acculturation: International Students in British EAP Universities

This study explores the role of social acculturation (social and cultural adaptation to university life in and outside the classroom) in a British EAP (English for Academic Purposes) classroom setting and to situate this within broader debates about the complex relationship between the concepts of language and culture. It argues that, with its overall focus on academic language and disciplinary acculturation, EAP pedagogic practices can overlook the dimension of social acculturation, which is also an equally important skill for students’ learning. For its theoretical framework, this paper presents a review of the literature that considers the significance of social acculturation and intercultural competence in the EAP curriculum. Drawing on this body of literature review as a methodology, this study proposes pedagogic practices such as Intercultural Approach and Sheltered Instruction that can be implemented in EAP seminar classes to develop international students' social acculturation. The seminar genre is suggested for students to practice the social acculturation process and hence improve their intercultural competence. This is because seminars provide an effective setting to prepare students for their new environment, allow them to interact with each other and practice their intercultural - as well as linguistic and disciplinary - skills.

Занятия в вузе: гуманитарный аспект – «сладкий сон» и реальность в повседневной деятельности педагогов высшей школы

The article discusses the author’s forms and methods of work in the course of teaching disciplines of the hu-manities cycle, aimed at activating students in cognition of the studied material, developing their skills in con-ducting scientific discussion. Methodologically, the study is based on empirical work, which involved general scientific methods and techniques (observation, analysis, generalization), as well as special (heuristic, reverse link method, survey, peer-to-peer dialogue). The aim of the study is to represent the general idea of selecting an intensive direction of conducting classes due to the strict time limit. To achieve it a number of tasks were accomplished, including: definition of modern role functionality for teacher and student, characterization of the educational process from the point of view of its restructuring in the direction of cognitive activity activation of students through the introduction of innovative forms and methods of work, identification of key points of the author's methodology of lecture and seminar classes, effectively tested in Kuban universities, recommenda-tions formulation. Conclusion dwells upon the fact that the position of a teacher in higher education should be active, then the solution to the task of improving the quality of education will become real.

Physical education in institutions of higher education in the context of the vision of movement technologies for the formation of a culture of personal health

The purpose of the study was to clarify the views of the authors on the substantive features of the selection of educational materials in the context of prioritizing their presentation in lecture presentations, to highlight key topics for discussion at seminar classes, and to outline practical tasks for creating pedagogical conditions for the formation of students' competent abilities to use the acquired knowledge in their own life and professional activity.
 The paper provides a theoretical analysis of the meaningful characteristics of the terms and concepts of the discipline, presents a vision of logical connections between them and the relevance of students' awareness of such dependencies. The results of empirical studies of students' conscious understanding of the essence of concepts are considered, and the authors' vision of the cause- and-effect relationships of false awareness and motivational attitudes to motor activity is illuminated.
 The novelty of the study should be considered the forms and methods proposed by the authors of introducing educational elements of theoretical familiarization into methodically grounded practical studies of one's own indicators of physical development and the dynamics of functional states in the conditions of extremity of the military state and distance learning.
 The conclusions point to the understanding of the contents defined by the topic, emphasize the views on the main directions of the selection of educational materials, the development of tools and methods of systematic training of students of the pedagogical profession for the assimilation of knowledge from the educational discipline "Culture of personal health" (in the part of the "Motion Technologies" Program).
 The authors classified the thematic areas into three groups: General theoretical (definition of terms and concepts and clarification of historical stages of development of the field of Physical Culture); Mastering knowledge about the peculiarities of health training and the basics of self-control; Mastering knowledge of methodological features of the organization of motor activity of schoolchildren.

Проблематизація у площині структури наукового предмета (лекційні матеріали до теми)

The scientific-methodological article deals with the analytically systematized materials on the topic «Structure of a scientific subject» from the educational subject «Modern Literary Epistemology». Aim. To present students with adapted material for independent study of the topic. Methods. Analytical systematization and educational and methodical adaptation. Results. A variant of actualization of the traditional literary methodology in the projection on the principles of the system-thought-activity approach is presented. Research novelty. For the first time, a literary study of the problematization phenomenon is presented with a sequential consideration of the developments in the general methodology of H.P. Shchedrovitsky. Practical meaning. The article can be used to prepare lectures, seminar classes and for independent work in “Modern Literary Epistemology”.

Research of Motivation for the Development of Professional Self-Determination

The study aims to track how students' motivation for professional self-determining develops. The professional practice of specialists proves that their successful self-realization in the profession depends on the level of professional self-determination, their awareness of the subjective meaning of the chosen profession, and the development of professional and personal motivation. The paper focuses on the issues of motivational forming for future specialists' professional self-determining. Diagnostics allows for determining the reasons used by students in professional self-determination. Features of diagnosis of the state of development of motivation of professional self-determining university students are given. The concept of “professional self-determination of the individual” is revealed. The significance of motivation theories in fostering students’ professional autonomy is discussed. Developing students’ professional self-determining of motives indicators is highlighted. Finally, the outcomes of the diagnostic procedures are represented. According to the research results, it was established that the motivation for professional self-determination of university students indicates their desire for professional self-development and their awareness of the importance of the chosen profession. The development of students’ motivation occurs through the use of the following forms of learning in the educational process of the university: lecture classes (problematic, thematic, binary, lecture-conferences, lectures-visualization, lectures-disputes); seminar classes (interdisciplinary, search, seminars-discussions, seminars-round tables); business games, training, idea auctions, talk shows, project activities, etc.

Views on the peculiarities of the creation of educational materials for the development of students of pedagogical specialties of the discipline "Culture of personal health"

The purpose of the study was to clarify the views of the authors on the substantive features of the selection of educational materials in the context of prioritizing their presentation in lecture presentations, to highlight key topics for discussion at seminar classes, and to outline practical tasks for creating pedagogical conditions for the formation of students' competent abilities to use the acquired knowledge in their own life and professional activity. The paper provides a theoretical analysis of the meaningful characteristics of the terms and concepts of the discipline, presents a vision of logical connections between them and the relevance of students' awareness of such dependencies. The results of empirical studies of students' conscious understanding of the essence of concepts are considered, and the authors' vision of the cause-and-effect relationships of false awareness and motivational attitudes to motor activity is illuminated. The novelty of the study should be considered the forms and methods proposed by the authors of introducing educational elements of theoretical familiarization into methodically grounded practical studies of one's own indicators of physical development and the dynamics of functional states in the conditions of extremity of the military state and distance learning. The conclusions point to the understanding of the contents defined by the topic, emphasize the views on the main directions of the selection of educational materials, the development of tools and methods of systematic training of students of the pedagogical profession for the assimilation of knowledge from the educational discipline "Culture of personal health" (in the part of the "Motion Technologies" Program). The authors classified the thematic areas into three groups: General theoretical (definition of terms and concepts and clarification of historical stages of development of the field of "Physical Culture"); Mastering knowledge about the peculiarities of health training and the basics of self-control; Mastering knowledge of methodological features of the organization of motor activity of schoolchildren.

Challenges and opportunities for expatriate faculty teaching graduation seminar classes in Japanese universities

This paper considers the issues facing expatriate instructors teaching English as a Medium of Instruction (EMI) graduation seminars (commonly known as the “zemi” in Japan) in Japanese universities and aims to establish better conditions to build Communities of Practice. Since the term “graduation seminar” is widely used globally, and might lead to preconceptions from readers, zemi is the term that will be used in this paper as a common example of Japanese English. This class is one that typically involves aspects of academic mentoring, pastoral care and socialization that differentiate it from regular classes. Lacking any personal experience of the zemi, teachers educated overseas are likely to have different expectations of the system than their domestic colleagues and students, creating a significant challenge in how they design and implement programmes. To investigate these issues, 14 semi-structured qualitative interviews were conducted with expatriate teachers of EMI zemis. Common themes described by informants included difficulties in creating a cohesive syllabus with limited support, challenges posed by thesis supervision, and mixed feelings towards mentoring and pastoral care. The data also revealed unique opportunities afforded to foreign instructors of these classes, which were unlikely to be available if they had not been entrusted with teaching a zemi. This paper seeks to fill a gap in the literature and provide insights into how foreign instructors experience the zemi. The knowledge gained can be employed to help develop Communities of Practice for such teachers. It is also hoped it will be of significance to those interested in comparative education, faculty asked to teach within educational systems of which they do not have personal experience, and anyone who works with Japanese learners, either in Japan or as international students.

ПУТИ СОВЕРШЕНСТВОВАНИЯ ОРГАНИЗАЦИИ ОБРАЗОВАТЕЛЬНОГО ПРОЦЕССА ПРИ ИЗУЧЕНИИ ИНТЕГРИРОВАННОГО КУРСА ХИМИИ СТУДЕНТАМИ МЕДИЦИНСКИХ И ФАРМАЦЕВТИЧЕСКИХ ИНСТИТУТОВ

Methods for improving the system of higher education cause the need not only to increase the level of teaching, but also to form students' real interest in the subject being studied. At PMGMU them. I.M. Sechenov, at the medical, pharmaceutical, pediatric and dental faculties an integrated course of chemistry is being studied, which includes sections of analytical, physical, inorganic, organic, colloidal and biological chemistry. The process of increasing students' interest in the subject involves the use of forms of work both directly from the teacher with students, and independent work of students, which requires an approach. New relationships are established between students and teachers. There is a tendency to conduct practical and seminar classes, which is based on a professional and thorough understanding of the issues under discussion, both on the part of the teacher and on the part of students. [one] One of the main tasks of modern education, in our opinion, is the formation of students' ability to acquire knowledge, improve it, implement a creative approach to solving scientific problems, and be the initiators of new ideas. The purpose of this work is to evaluate the effectiveness of independent research work of students of medical areas of training in the development of an integrated course of chemistry. Great attention in the study of the integrated course of chemistry is given to the independent work of students. Since classroom and lecture hours are reduced, active and full-fledged work in practical classes and seminars is possible only with intensive self-preparation for classes. In our opinion, the importance in the system of formation of professional knowledge of students and their interest in the discipline under study is multi-level training. [2]

Деловая игра как способ повышения мотивации студентов-медиков к изучению клинических дисциплин

The aim of the study is to evaluate the effectiveness of using a business game for increasing the motivation of 4th-year students of a medical university in the process of studying clinical disciplines. The article describes the stages of using the business game “Clinic”, developed at the Department of Intermediate Level Therapy, in the course of a seminar class, in which students used their knowledge in conditions that simulate real medical practice. As part of the final lesson of the educational cycle “Cardiology”, students were tested to evaluate the level of knowledge; the test “Attitude of students to educational activity” was carried out according to L. V. Mishchenko’s diagnostic evaluation. The scientific novelty of the research consists in substantiating the expediency of using a business game as a systematizing element of education acquired by students at the final seminar class in order to improve the efficiency of the studied material assimilation and increase the overall satisfaction with educational activity, the educational process and the chosen profession. The results of the research are as follows: the use of a business game in the process of seminar classes for 4th-year students of a medical university at the clinical department makes it possible to increase the efficiency of mastering the material by enhancing educational and professional motivation.

IMPROVING THE EFFECTIVENESS OF THE CURRENT ASSESSMENT OF KNOWLEDGE IN MEDICAL AND BIOLOGICAL PHYSICS

Training medical specialists is an urgent issue for the overall development of a social and legal state. The purpose of the article is to determine the quality methods of teaching medical and biological physics, in particular, the use of the latest technologies for the current assessment of students’ knowledge during practical, laboratory and seminar classes. The relevance and feasibility of using mobile learning tools are analyzed, taking into account the modern requirements of the educational process, when the teacher must be ready to conduct classes even in extreme conditions, when all participants in the educational process cannot gather in a predetermined place. The work is devoted to reviewing tests created in Google Forms for regular and systematic checking of future doctors' progress in the discipline of Medical and Biological Physics in face-to-face and distance learning. The experimental and scientific base of the study is the Bogomolets National Medical University. The created tasks were tested on students pursuing higher medical education at the Faculties of Medicine, Dentistry and Medical-Psychological Faculty. The convenience of using mobile phones and tablet personal computers to check the current performance of students motivates teachers to self-education and improve their pedagogical skills. The results obtained can be useful both for the teacher in preparing for classes with students and for higher education students, who will have a realistic assessment and, if necessary, will be able to adjust their educational work to improve their academic achievements.

К ВОПРОСУ О ДИСТАНЦИОННОМ ОБУЧЕНИИ МАТЕМАТИКЕ

Distance learning of mathematics naturally has its own peculiarities when conducting classes. This includes monitoring attendance of classes, conducting independent and control work, checking the completion of homework. But direct communication with students is very important when teaching not only mathematics. Some specific recommendations are offered for distance learning of students. Lecture classes, seminar classes, and the student's personal homework are discussed. These notes substantiate the effectiveness of this method of training and suggest how technically it can be done.