Training Of Future Doctors Research Articles

CONTENT AND STRUCTURE OF THE COURSE “INFORMATION AND COMMUNICATION TECHNOLOGIES IN PEDAGOGICAL STUDIES”

The article describes the content and structure of the discipline “Information and Communication Technologies in Pedagogical Studies”, which was introduced into the curriculum of training future Doctors of Philosophy in the field of knowledge “Education”. The course consists of two modules: 1) theoretical basis of using information and communication technologies in pedagogical studies; 2) using information and communication technologies at different stages of pedagogical study. In addition, the topics of lectures, general content of practical classes and independent work are given. The content of practical classes contains work in cloud services, checking scientific materials for plagiarism, organizing and conducting questionnaires and testing, creating websites, blogs, etc. Among the tasks of independent work: the creation of a distant course in Moodle, work in MS Excel, the statistical recording of the pedagogical experiment data, the creation of presentations (MS Power Point, Prezi). The results of the implementation of the course in the training of future Doctors of Philosophy in the field of education were monitored; the levels of formation of their ICT competence were. The authors used survey methods, testing, creative tasks, etc. In particular, they described the testing procedure, which was conducted in compliance with all the necessary requirements for designing tests, which ensured the reliability and validity of the monitoring. The authors proved the urgency of implementing the mentioned course into the future scholars’ training, which corresponds to the modern tendencies of education informatization. The course “ICT in Pedagogical Studies” reveals a complex of opportunities and prospects of using computer technologies during scientific and pedagogical research, provides quality training of the specialists with a new type of thinking, promotes the efficiency of their research and pedagogical activity, which is confirmed by the results of implementing the course into the training of the future Doctors of Philosophy in the field of knowledge “Education”.

The formation of knowledge on toxicants as the components of chemical safety for future doctors during their studies of bioorganic chemistry and biochemistry

Chemical safety of treating chemical substances is key problems that unite the international community. Realization of the modern model of chemical safety provides the coordinated work of legal, economic, ecological-hygienic, prophylactic and educational components. A doctor of ХХІ century must have knowledge about modern approaches to classification of dangers and marking chemical substances, be able to ground toxicological properties and molecular mechanisms of the effect of toxicants, estimate risks as to using chemical substances of inorganic and organic nature, give medical care to persons, who suffered as a result of the influence of chemical compounds. The paper theoretically grounds methodical approaches to formation of knowledge about inorganic toxicants as a component of chemical safety in future doctors at studying bioorganic and biological chemistry. There is presented the analysis of the learning program on biological chemistry, and it was established, that formation of knowledge about inorganic toxicants as a component of chemical safety can be realized at studying such topics as enzymes, bases of bioenergetics, metabolism of amino acids, bases of molecular genetics, biochemistry of human nutrition, biochemistry of blood and liver. It was proved, that “Biochemistry of the liver” is a generalizing section as to problems of chemical safety in the course of bioorganic and biological chemistry. The structural-logic scheme of formation of knowledge about dangerous chemical substances is described. There was realized the purposeful pedagogical influence as formation of knowledge about organic and inorganic toxicants as components of chemical safety, in the course of “Bioorganic and biological chemistry” at studying the topic “Investigation of processes of biotransformation of xenobiotics and endogenous toxins. Microsomal oxidation by cytochrome Р-450”. There were developed two video-collections “Modern approaches to classification and marking of chemical substances”, “Biotransformation of xenobiotics and endogenous toxins” and cases “Toxicants in the context of chemical safety”. The developed materials were probated in the course of biological chemistry at training future doctors in the National medical university, named after O.O. Bogomolets

How to identify and prioritize procedures suitable for simulation-based training: Experiences from general needs assessments using a modified Delphi method and a needs assessment formula

Simulation-based training (SBT) is a revolutionary addition to the education of residents in different specialties. However, the selection of training programs is often reliant on commercially available equipment or on experiential notions, local interests or coincidence. The first step to developing training programs should be problem identification and general needs assessment to ensure that these are aligned with current trainee needs. We describe a stepwise approach to performing a needs assessment following the Delphi process and using a needs assessment formula (NAF) to prioritize technical procedures for simulation training. This technique relies on a panel of experts to gather information and achieve a convergence of opinion. We used three rounds of survey iterations. Round 1: A brainstorming phase to gather all procedures that a newly qualified resident should be able to perform. Round 2: Rating and preliminary prioritization with a NAF including frequency of the procedure, number of doctors, impact, and feasibility. Round 3: Elimination and final prioritization of procedures. The needs assessment identifies and prioritizes procedures for simulation training. It can guide medical educators in the planning of SBT programs to address current trainee needs with the aim of improving the education and training of future doctors.

DIDACTIC AND EDUCATIVE FUNCTIONS OF THE SUBJECT “FOREIGN LANGUAGE” IN HIGHER MEDICAL EDUCATIONAL ESTABLISHMENT

Didactic and educative strategies of studying foreign languages in Bukovinian state medical university are considered in the article, the necessity of their studying as one of the tasks of educational and educative standards of the third millennium for the development of intellectual personality of a specialist is substantiated. Foreign languages occupy considerable positions in the global processes, occurring in the world. The work of the department, presented in the article, concerning motivation of studying foreign languages in higher medical establishments reflects perspectives of the direction of its improvement taking into account teacher’s imagination and students’ opinion and the results of the carried out questionnaire. The description of the state of foreign languages as educational branch of science in the system of training future doctors is also presented, tasks directed to the improvement of foreign competence of the students are set before the teacher.

INNOVATIVE APPROACH TO TRAINING STUDENTS OF THE MEDICAL UNIVERSITY TO THE MANUAL METHOD OF THE EXAMINATION OF THE BREAST IN MASTOPATHY AND CANCER

Training future doctors is inextricably linked with the development of manual skills examination of mammary glands. To improve this research there were created videos reflecting stages of the examination on the Phantom and the patient, and the check-list. Overall, this has resulted in not only perfection in the performing such manipulation, but single interpretations of results. Check-list is both used on the outside-and classroom and practical exam of the final appraisal in students, and also was introduced in the work of the Krasnoyarsk regional Clinical Oncology Center.

FORMATION OF THE PROFESSIONAL COMPETENCE OF THE FUTURE DOCTOR AS A PEDAGOGICAL PROBLEM

In the continuous process of training doctors, in recent years, the indicator of quality of education is not the level of knowledge, skills and abilities, but the level of professional competence. In turn, the term "medical professionalism" nowadays obtains a somewhat wider meaning, and in the process of training a doctor it is characterized by the practical orientation of learning outcomes, that is, not the students' mastery of ready knowledge, but an independent formulation of the concepts necessary to solve a particular task. Hence, the learning process is of a research nature and becomes the subject of assimilation. The training of future doctors takes place in higher medical institutions which are regulated by the Law of Ukraine "On Higher Education" (2014), the "Program for the Development of Medical Education" (2015), "The Procedure for Preparing the Candidates for the Degrees for Doctor of Philosophy and Doctor of Sciences" , approved by the decree of the Cabinet of Ministers of Ukraine as of March 23, 2016, No. 216, the Law of Ukraine "On Research and Scientific-Technical Activity" (2015). The current state of the problem under consideration makes it possible to identify contradictions between: modern requirements of the society for the training of doctors and traditional forms and methods of organization of educational process; requirements to ensure the effectiveness of the process of forming professional competence of future doctors and the lack of scientifically sound pedagogical conditions. The article analyzes the current state of the problem under consideration, substantiates the main pedagogical conditions for the formation of professional competence of future doctors.

Practice of implementation of innovative means of teaching in forming of preventive thinking in students of higher medical educational establisments.

The problem of construction of a holistic methodological system of training future doctors considered in the article, is impossible outside the context of integration processes taking place in modern education and needs a careful study of international experience. The research aim is to develop a system of innovative means of education for the formation of preventive thinking in students of higher medical educational establishment, concerning professionally oriented undergraduate preparation of doctors. Analysis of the results allowed to determine the characteristic features of innovative means, forms and teaching methods, specificity of their use in interactive educational environment, this against the background of meticulous work of the teaching staff of the department of general hygiene of Dnepropetrovsk Medical Academy provides the efficiency of educational process which integrates personal, creative, social and educational purposes. The suggested innovative methods are involved in the general system of modern education in higher school being effectively used for providing a high level of professional training in teaching of academic subject area "Hygiene and Ecology".

Интеграция медицинских и педагогических технологий в профессиональной подготовке будущего врача

Интеграция медицинских и педагогических технологий в профессиональной подготовке будущего врача

РОЛЬ МАТЕРІАЛЬНО-ТЕХНІЧНОЇ БАЗИ ТА НАУКОВО-ПЕДАГОГІЧНОГО ЗАБЕЗПЕЧЕННЯ В ПІДГОТОВЦІ ЛІКАРЯ МАЙБУТНЬОГО (СІМЕЙНОГО ЛІКАРЯ)

Мета роботи – обґрунтувати роль та значення матеріально-технічної бази та науково-педагогічного забезпечення в підготовці лікаря майбутнього. Взаємопорозуміння керівників вищих навчальних закладів (Академії післядипломної підготовки лікарів та Медичного університету) з адміністрацією баз практики, охорони здоров’я в залученні сучасних методів дослідження та апаратури для всебічної підготовки лікаря майбутнього.У статті представлено світогляд випускників вузу, інтернів та клінічних ординаторів на систему підготовки сімейного лікаря в цілому на перспективу сімейної медицини.

Social characteristics and care needs of older persons with medically unexplained symptoms: a case–control study

Research in younger patients with medically unexplained symptoms (MUS) has shown impairments in social functioning, such as loneliness and a reduced quality of the patient-doctor relationship. As far as we know, no studies have been performed on social functioning in older MUS patients; self-reported care needs of older MUS patients remain unknown. To explore social characteristics and care needs of older persons with chronic MUS, when compared to older persons with chronic medically explained symptoms (MES). Patient characteristics of 107 older persons (>60 years) with chronic MUS were compared to 150 older persons with chronic MES in a case-control design. Participants were recruited via advertisements, general practices and a specialized clinic. All participants completed questionnaires on social functioning; the Camberwell Assessment of Need for the Elderly was used to draw up care needs. Linear regression analyses were performed to explore the association between social characteristics and group (MUS/MES), adjusted for demographic and physical determinants. Multiple chi-square tests were performed to detect between-group differences regarding care needs. After adjustments, older MUS patients were slightly but significantly lonelier, reported a somewhat lower quality of their patient-doctor relationship, but reported equal social support levels when compared to MES patients. MUS patients more often reported unmet care needs regarding health and information provision about their health status. Only small differences in social functioning were found between older MUS and MES patients. Possibly, training future doctors in giving acceptable explanations for the patient's complaints could improve the unmet care need of information provision in older MUS patients.

Педагогічне оцінювання у підготовці компетентного лікаря в Україні: проблеми застосування і перспективи вирішення

In article deals with the problem of the use of educational assessment in the training of future doctors in Ukraine. The key role of educational assessment in the improvement of the quality of higher medical education was defined. The basic stages of educational assessment methods in historical perspective are presented. Specifies, that educational assessment is one of the components of educational expertise. Analysis the use of the most common method of educational assessment – testing was found, that it plays an important but only supporting role in determining the level of formation of professional competence of future doctor. The successful experience of foreign countries indicates that for the increasing of objectiveness of the educational outcomes estimation need to get information from multiple information sources. Above all, to confirm the academic achievements of future doctors is necessary at first to base on their self-assessment. These data are supplemented with the preliminary assessment of teachers, the results of the test control and eventually should be interpreted and compared with current estimates in discipline. Such integrated approach helps identify problematic aspects of the future doctors training, find decisions to remove them and draft the perspectives of future learning outcomes. Besides, the development of tests should be based on the principles of competence approach, focusing on the mechanisms of multiple knowledge integration and practical orientation of them. The analysis of scientific sources and own teaching experience shows that the effectiveness of solving problems in educational assessment in high medical school, including dental education, largely depends on the creation of a comprehensive system of quality assessment of higher medical education at the national level, expert teams in each higher medical schools; implementation of integrated and differentiated approach into the process of educational assessment; training of experts in field of educational assessment. Decreasing of efficiency test method is seen in insufficient theoretical and methodological support of educational assessment process in general and testing process in particular.

G560(P) Improving the standard of paediatric ward rounds

Context We identified a quality issue related to ward rounds in a 25-bed paediatric unit in a District General Hospital. Paediatric trainees, consultants and nursing team were involved in the improvement process. Problem A safe and efficient service needs to ensure that there is a structured and high quality ward round (WR) including documentation of activities undertaken during WR. The core team (1 trainee, 1 Consultant and 1 nurse) observed that clinicians vary in their style for conducting ward rounds and trainees give variable emphasis on documenting these activities. We devised a list of 10 activities that needed proper documentation during WR. Assessment of problem and analysis of its causes An audit was undertaken to review documentation of the post-take ward round. Same trainee looked at 46 medical records on 2 random days over a 7 week period. Acceptable documentation was found for date, time, signature and name in 97.8%, discussion of management and discharge plans in 89.13% and recording focussed examination in 93.4% case notes. There was inadequate record of who was present on WR at 78.2%, whether a nurse accompanied WR at 50% and whether the nursing observation chart was reviewed at 56.5%; although these charts were reviewed for nearly all patients. There was poor documentation for recording parental concerns in 10.8%, recording investigation results in notes in 28.2%, documenting hydration status or fluid balance in 10.8% and whether medication prescription chart was reviewed in 23.9% case notes. Intervention We reflected on the results of our audit and discussed the core activities that must be documented, creating standards for our unit. A helpful suggestion from discussion between trainees and nurses led to creation of a ‘Ward Round Stamp’ that is a simple tick list of 5 issues (see Figure 1) that is used as part of documenting activities on WR. Strategy for change The results of our observation were discussed in the monthly departmental governance meeting. There were concerns raised about variable standards of ward rounds and their documentation. Few clinicians expressed a view that documenting key aspects of ward rounds are medico-legally important and a thorough documentation supports investigations when case notes are retrospectively scrutinised. Brainstorming further in a focussed team of trainees, consultants and nurses led to the practical decision to use the WR stamp identifying 5 activities that can be ticked. The use of stamp was easy to implement as it was an idea from trainees that their colleagues readily accepted. The use of WR stamp is now routinely discussed at induction whenever the trainees changeover. We are re-auditing the documentation during ward rounds. Interim results show that trainees remember to use the WR stamp on >80% occasions. At other times, the general improvement in documentation is noticeable. Effects of changes There has been changeover of trainees and written feedback suggests that all trainees find paediatric ward rounds to be more structured than other departments they had rotated in. There has been no resistance from trainees or nurses in adapting the WR stamp. We still find occasions when trainees don’t use the WR stamp, but these are busier times or locum doctors. Trainees find structured ward rounds are helpful for training future doctors by providing a good example of safe service provision and good documentation. Lessons learnt I have rotated to another unit and have continued a thorough documentation of all activities during ward rounds. Message for others I found that lack of structure that can be responsible for poor quality within healthcare and solutions can be simple to devise and implement.

WAYS TO EVALUATE THE QUANTITY AND QUALITY OF KNOWLEDGE IN THE STUDY OF CLINICAL MEDICI

Analysis of the current literature showed that in publications, in our opinion, there is no master: a scientific analysis of the reasons behind the decline in the quality of knowledge of the doctor, as well as the scientific basis of modern pedagogical technologies introduced in the process of training future doctors to address this problem. Objective and subjective factors are having a negative effect on the quality of the doctor's knowledge. The generally accepted methods of assessing the quality of knowledge – testing and rating system – have their limitations. Testing reflects the level of knowledge about the thinking style of the originator of test tasks. Ranking system for assessing knowledge increasingly characterized by diligence in studying medicine. It is proposed to upgrade the quality of medical knowledge in the teaching of the theory of integration of diagnostics. Amount of knowledge to evaluate the content of educational narrative history of the disease. The quality of the knowledge to assess the content of professional clinical picture comment in the history of the disease.

Anatomical museum as one of the clues of the mystery of the human body

The paper deals with the history of the development of the anatomical museum of the Department of Human Anatomy named after M.H. Turkevych of Bukovinian State Medical University since the time of the foundation to our days. It has been shown that the development of the anatomical museum is inseparably connected with the organization of the material-technical base of the Department of Human Anatomy and the growth of the scientific potential of the Department staff. The value of the anatomical museum has been corroborated in training future professional doctors and researchers brought up on the best traditions and examples of the history of the Department of Human Anatomy named after M.H. Turkevych and scientific-methodological achievements of its scientific associates.

Role-modelling in the operating room: medical student observations of exemplary behaviour

Training future doctors to develop an appropriate professional persona is an important goal of medical student education and residency training. Most medical education research paradigms on professionalism have focused largely on lapses (e.g. yelling as an example of communication failure) and tend to emphasise behaviour that should be avoided. The assumption is that, if left unchecked, students will see these negative behaviours exhibited by their role models and possibly emulate them, allowing the potential reinforcement of the inappropriate behaviours. Identifying and characterising exemplary, or positive, behaviours can be similarly valuable to both medical students and residents as tangible examples of behaviours to strive towards. The goal of the present research was to determine and thematically define the exemplary professional actions that medical students observe in the intense and patient-focused environment of the operating room (OR). Using qualitative methodology of content analysis and theme identification, we systematically documented the type of exemplary professional behaviours reported by medical students (n=263) when observing health care teams on an anaesthesia rotation in the OR. The analysis generated a taxonomy of exemplary OR behaviour that included six overarching themes (e.g. teamwork), 15 sub-themes (e.g. collegial) and numerous exemplars (e.g. showed mutual respect). These themes and sub-themes were then conceptually 'matched'--through the use of antonyms --to complement an existing framework focused on medical student reports of professional lapses witnessed during medical school. Year 3 medical students in the USA reported observing very positive, exemplary health care provider interactions that were diverse in focus. Themes were identified regarding the OR team members' interactions with patients (calm, communication, comforting), with one another (teamwork, respect) and with the medical students (teaching). This classification of exemplary OR behaviour contributes to our understanding of how professional behaviour is viewed and potentially emulated by medical students on surgical rotations.

A Cross-Sectional Survey on the Inclusion of Tobacco Prevention/Cessation, Nutrition/ Diet, and Exercise Physiology/Fitness Education in Medical School Curricula

Chronic diseases are currently the major cause of death and disability worldwide. Addressing the main causes of chronic diseases from a preventive perspective is imperative for half ing a continual increase in premature deaths. Physicians occupy a unique position to assist individuals with chronic disease prevention. Hence, medical school is an opportunity to prepare physicians for preventive interventions with patients at risk for developing chronic diseases. This study asserts that education on chronic disease prevention that targets tobacco cessation/prevention, nutrition/ diet, and exercise physiology/fitness is a key aspect of medical school curricula. However, many US medical schools do not include all 3 components in their curricula. This study investigates the extent to which medical school curricula include the above 3 areas. Two methods were utilized for the study: (1) a cross-sectional survey was given to the associate dean of academic affairs of 129 US medical schools and (2) relevant data were retrieved from the Association of American Medical Colleges. Findings support the notion that medical schools are in need of increased curricula covering tobacco prevention/cessation, nutrition/diet, and exercise physiology/fitness. Results indicate that exercise physiology/fitness was the area receiving the least attention in medical schools. Ultimately, this study's purpose was to provide a basis for determining whether inclusion of these 3 subjects in medical school curricula has any significant effect on training future doctors to meet the needs of growing numbers of individuals with chronic disease.

The urological foot soldier: are we equipping our foundation-year doctors?

Tomorrow's Doctors was first published by the General Medical Council (GMC) in 1993. The recommendations provide a framework for UK medical schools to use to design detailed curricula and schemes of assessment in the training of future doctors. They also set out the minimum standards that are used to judge the quality of undergraduate teaching. In 2003 this guidance was revised and a further 2009 version has now been published. A constant feature of these important documents is a list of therapeutic procedures that all graduates are expected be able to perform safely and effectively. These include male and female urethral catheterisation.

Career satisfaction among medical school professors: a case study in Brazil

OBJECTIVE: To investigate the career satisfaction of medical school professors in relation to initial motivation, satisfaction factors, and the desire to remain in the profession. METHODOLOGY: A qualitative methodology was used, based on questionnaires and semi-structured interviews with faculty members at a federal institution of higher education in Brazil. RESULTS: For 42.86% of the sample, teaching began while they were medical students; 80% had chosen teaching either as a vocation or due to influence from families or professors; 20% chose teaching as a professional opportunity. The majority, 57.14%, stated they were happy with teaching, and 51.42% did not plan to leave the career. Factors involved in satisfaction with teaching were: the possibility of remaining up-to-date in the medical profession, the feeling of doing their duty, their contribution to training future doctors, and contact with young people and the university setting. Factors leading to dissatisfaction were pedagogical (33.33%), economic (30.95%), institutional (14.28%), and relational (14.28%). CONCLUSIONS: Subjects expressed a positive attitude towards teaching, and because of their great personal satisfaction with the career, they did not plan to leave it. These findings should shed light on factors that interfere with career satisfaction and help increase those that promote satisfaction, thus improving the productivity and well-being of medical professors.

The new pain curriculum: a guide for neurologists who teach

Pain is a leading reason for seeking medical care, but the management of pain is often felt to be inadequate. A good place to start tackling this problem is in the training of future doctors. This Training Matters article provides excellent advice for neurologists who are involved in the teaching of pain and its management.

Faculty of Health Sciences, Walter Sisulu University: Training Doctors from and for Rural South African Communities

Introduction The South African health system has disturbing inequalities, namely few black doctors, a wide divide between urban and rural sectors, and also between private and public services. Most medical training programs in the country consider only applicants with higher-grade preparation in mathematics and physical science, while most secondary schools in black communities have limited capacity to teach these subjects and offer them at standard grade level. The Faculty of Health Sciences at Walter Sisulu University (WSU) was established in 1985 to help address these inequities and to produce physicians capable of providing quality health care in rural South African communities. Intervention Access to the physician training program was broadened by admitting students who obtained at least Grade C (60%) in mathematics and physical science at standard grade, and who demonstrated appropriate personal attributes. An innovative curriculum, combining problem-based learning with community-based education (PBL/CBE) in small tutorial group settings, was also adopted. This approach was aimed at educating and graduating a broader cohort of students, while training future doctors to identify, analyze, and treat health problems in the rural South African context. Outcomes To date, 745 doctors (72% black Africans) have graduated from the program, and 511 students (83% black Africans) are currently enrolled. After the PBL/CBE curriculum was adopted, the attrition rate for black students dropped from 23% to <10%. The progression rate rose from 67% to >80%, and the proportion of students graduating within the minimum period rose from 55% to >70%. Many graduates are still completing internships or post-graduate training, but preliminary research shows that 36% percent of graduates practice in small towns and rural settings. Further research is underway to evaluate the impact of their training on health services in rural Eastern Cape Province and elsewhere in South Africa. Conclusions The WSU program increased access to medical education for black students who lacked opportunities to take advanced math and science courses prior to enrolling in medical school. Innovative admission requirements and adoption of a PBL/CBE curriculum have made the WSU program one of the top training programs for black African doctors in South Africa.