Training Of Future Professionals Research Articles

Modern textiles and innovations in the training of future specialists in the sphere of decorative and applied arts

The article presents some aspects of teaching and training future specialists in the sphere of decorative and applied arts alongside some issues devoted to the development of their opinion that modern artistic textiles are innovative means of decorative and applied arts and play a significant role in the development of creative competence of textile artists. The need to rethink the history of textiles in Ukraine and analyse the problems of its current artistic and industrial state, especially in the Southern regions, has been grounded. It has been proved that the role of artistic textiles, together with carpet weaving and batik, in the socio-cultural and economic development of Ukraine’s artistic space remains relevant today. Special attention is given to the genetic basis for using Ukrainian textiles (the spiritual component of the ornamental carpet) through the symbolism of which representatives of all segments of the population tried to identify with Ukraine, this basis being an integral component in the development process of the professional competence of future specialists in the sphere of decorative and applied arts. It has been substantiated that one cannot forget the ancient traditions of textile art; it is necessary to revive them in original modern forms, to promote the development of experimental tendencies, to work creatively with textiles while teaching the course "Decorative and Applied Arts", to show how promising it is in its artistic and cultural essence, to provide an analysis of the exhibition activity as a guarantee for the development of creative search, a stimulator to the creative activity of a future specialist in decorative and applied arts. The purpose of the article is to identify the interrelations and interactions of folk and professional art; to outline the role of profession-centred art education in the development of artistic textiles in Ukraine; to analyse experimental tendencies and concepts of Ukraine’s modern professional textiles. The conclusions state that the language and style of the Ukrainian textile art has always depended on traditions and national sources, as well as on the latest trends in Western European Art. The analysis of the existing methodological approaches to teaching future specialists in decorative and applied arts, aimed at searching for new methods of improving the quality of education, and developing their professional competence enables us to assess the idea of innovative learning, teaching and assessment in a new way. An important condition for successful training of future professionals in the sphere of decorative and applied arts is the development of their creative competence, which includes the ability to emotionally perceive the environment, to creatively transform it, the awareness of the culture of peoples and nations in different periods of society development, to master universal human values, including creative values, providing creative self-realisation and self-development.

Формування екологічної культури під час навчання фахівців економічного профілю

Annotation. Introduction. The article analyzes topical issues of ecological culture formation in the process of training future economists. Modern approaches to the formation of environmental culture during the training of future economists, determining the quality of professional training of future professionals in higher education. Socio-economic changes and the ecological state cause the need for qualitative improvement of professional education of future specialists in the process of professional training with a high level of ecological culture. However, the problem of forming the ecological culture of future economists remains insufficiently studied. Purpose. The aim of the article is to study the formation of ecological culture and thinking, the spread of ethical norms in relation to nature. Results. The analysis of scientific works on the formation of ecological culture in the process of training future economists, revealed the concept of ecological culture of the individual and the concept of educational environment. Attention is paid to the process of formation of ecological culture as a holistic systemic phenomenon in order to develop the ecological and ideological position of a specialist economist. The main measures of preparation of applicants for higher education in economic specialties, which includes the environmental element, have been outlined. The pedagogical conditions that provide the process of education of ecological culture in the educational environment have been singled out. Features of ecological education as an important component of educational process have been considered. Conclusions. It has been proved that the effectiveness of training future professionals and the formation of environmental culture of applicants for higher education will form an opportunity to successfully engage in professional activities in the field of economics after graduation from higher education.

РОЗВИТОК КРИТИЧНОГО МИСЛЕННЯ ПРИ ФОРМУВАННІ ІНШОМОВНОЇ КОМПЕТЕНТНОСТІ В ПІДГОТОВЦІ ФАХІВЦІВ ДЛЯ ІНДУСТРІЇ ГОСТИННОСТІ, ТУРИЗМУ ТА МІЖНАРОДНОГО БІЗНЕСУ

The article covers the issues related to the implementation of the competency approach in the training of future professionals in the hospitality industry, tourism and international business to make them fully equipped for professional activities by developing their critical thinking skills while forming the foreign language competency. Findings of the domestic and foreign research on the definition of critical thinking, determination of its role in professional activities, characteristics and main components show that it plays a crucial role in a wide range of domains, hence, has to be properly developed to enhance competitiveness of the graduates on the local and international labour markets. The role of a foreign language as a stimulating factor for the development of critical thinking skills is significant, and it is possible to make a conclusion that studying a foreign language is more beneficial in comparison with the mother tongue in these terms. Therefore, the goals of the curriculum should not be limited to but go beyond the linguistic factors for the development of critical thinking skills by analyzing reliable foreign sources of information and applying relevant teaching methods and techniques. There is a perfect match between particular critical thinking skills, teaching methods and techniques used in the foreign language classes and intended learning outcomes, which can be justified by the given examples of application of the specific critical thinking skills in educational and professional activities. These teaching methods and techniques include a wide range of activities, e. g. case studies, brainstorming sessions, discussion and debate, making individual and group presentations and projects, writing different types of essay and business correspondence, etc, which help not only develop students’ foreign language competency but improve their global skills like collaboration, creativity and critical thinking. All these activities, if managed properly and followed up by the appropriate feedback, can make a great contribution to enhancing internal drives of the students in regard to their self-actualization, which is crucial for development of critical thinking. Finally, a number of recommendations for the development of critical thinking skills while forming the foreign language competence for the effective training of experts in the hospitality industry, tourism and international business have been outlined. The main recommendations include active use of openended questions and limitation of the closed ones; regular brainstorming sessions; allocation of the sufficient amount of time for the activities involving critical thinking; motivating students to disagree, find counterarguments, reach a compromise and take unbiased decisions; and making critical thinking a part of the learning environment, not just an activity. Such an analysis of critical thinking and the peculiarities of its development might contribute to the more effective application of the teaching methods and techniques in the foreign language classes and boost both critical thinking skills and development of the foreign language competency.

ЩОДО ПИТАННЯ ПЕРЕВІРКИ ДІЄВОСТІ ЗАСТОСУВАННЯ МІЖДИСЦИПЛІНАРНОГО ПІДХОДУ ПІД ЧАС ПІДГОТОВКИ МАГІСТРІВ ГРОМАДСЬКОГО ЗДОРОВ’Я

The expediency of conducting research and experimental work at the stage of identifying opportunities to improve the educational process in training future public health professionals on the basis of interdisciplinary integration is substantiated. The article is devoted to the role of experimental pedagogical research as a means of testing the effectiveness of interdisciplinary integration in the training of future public health professionals. It is generalized that the issue of professional training of future specialists in the specialty «Public Health» in the pedagogical literature is considered as a component of professional self-determination and professional development in the context of the study of professional self-awareness. It is proved that the interdisciplinary integration in the training of future public health professionals is an integrated component that combines individual and personal features (awareness of the choice of profession, completeness and strength of knowledge in the chosen profession, the formation of professionally significant and empathetic qualities). It is socially oriented and oriented at building relationships and positioning oneself in the team, develops the ability to make decisions independently and take responsibility as well as personality characteristics; it implies the presence of strong beliefs in the values of the profession of public health specialist for the design of their own subjective deontological position in the work connected with their specialty. It is substantiated that the professional training of future medical professionals on the basis of interdisciplinary integration involves creating conditions for identifying personal and social experience of students with the profession and the professional community, is a process of mastering normative professional requirements that allow them to adequately perceive medical reality, as well as to develop professionally expedient strategies and tactics, tasks and plans of professional activity, to consciously regulate one’s own behavior within the established professional and normative imperatives. It was found that the professional training of future public health professionals on the basis of interdisciplinary integration is characterized by the presence of future professionals with a set of knowledge that reflects the substantive essence of intellectual, ideological and moral values; the ability to predict and design the process of professional activity taking into account its specifics in interaction with colleagues and patients and is determined by the content of professional medical ethics and deontology, ethical and moral imperatives and professional and ethical ideals and values of public health. The peculiarities of the formation of professional training of future public health specialists on the basis of interdisciplinary integration are studied.

ДО ПИТАННЯ РЕАЛІЗАЦІЇ ПРИНЦИПУ НАСТУПНОСТІ ПРИ НАВЧАННІ АНГЛІЙСЬКОЇ МОВИ СТУДЕНТІВ НЕМОВНИХ СПЕЦІАЛЬНОСТЕЙ

The article considers the issues of continuity in foreign language teaching in the process of continuing professional education in the system «school» – «university». The essence of continuity as a didactic principle is clarified and its components have been determined. The task of continuity in the content of teaching a foreign (English) language to students of non-language specialties of universities and the factors that complicate its implementation are outlined. The importance of adhering to this principle for optimizing the educational process at all levels and stages of learning is emphasized. The importance of adhering to the principle of continuity in the transition from school to university education system is emphasized. It is shown that continuity in foreign language learning covers all components of the learning process and is complex. Some technologies for ensuring the continuity of foreign language learning are proposed, which helps to improve the quality of language training for future professionals. The authors state that the concept of continuity is actively used in the national educational space as a designation of one of the prerequisites for optimizing the study of English at the stage of transition from the school stage to the system of higher education. The essence of continuity as a pedagogical principle is that at each higher stage of education in determining the content of education takes into account everything that was learned at earlier stages. It is stated that one of the technologies to ensure the implementation of the principle of continuity directly in the educational process is the use of a leveling course, the possibilities of which to improve the knowledge of freshmen and eliminate the possible gap between the starting level of English and the requirements of the university program were demonstrated.

FEATURES OF TRAINING SPECIALISTS IN EDUCATION MANAGEMENT IN UKRAINE: CURRENT STATE AND PROSPECTS

The article substantiates the training of specialists in education management in Ukraine. The Standard of Higher Education of Ukraine in the field of knowledge 07 «Management and Administration», specialty: 073 «Management» of the second (master's) level, which partially regulates professional training in the field of management, in particular in the field of education management, is analyzed. It is emphasized that socio-economic changes in Ukraine, the processes of globalization and integration of the world community, Ukraine’s intentions to enter the European educational space have necessitated the modernization of the system of professional training of future professionals. The principles of providing the educational labor market with highly qualified specialists in education management are highlighted: the national idea of higher education, focusing on filling the content of vocational training with the latest materials, the introduction of modern innovative learning technologies based on a high level of informatization of the educational process; development of professional training of specialists in education management in the context of development trends in global education systems, in particular European ones. Professional competencies in many educational programs are defined as the preservation of moral, cultural, scientific values and increase the achievements of society, the use of various types and forms of physical activity to lead a healthy lifestyle, demonstration of knowledge of theories, methods and functions of management, modern concepts of leadership, skills to identify problems and justify management decisions, organizational design, interaction, leadership, teamwork, situation analysis and communication in various areas of the organization, independent work, flexible thinking, openness to new knowledge, critical thinking and self-criticism. It is concluded that the conceptual ideas for the training of specialists in education management are the ideas of humanistic education, which reflect the recognition of personal rights of educational entities, focusing on the personification of their relationships and interactions based on the acceptance of mutual responsibility for the modeling the educational context.

Serious games for teaching agile methods: A review of multivocal literature

AbstractSerious games (SGs) have emerged to improve the commitment and performance of user players, since they perform an exact mission, integrating with the game mechanics, thus creating a very attractive mission. In software engineering (SE), SGs have been addressed to increase the commitment of developers. Moreover, the use of SGs is of great interest to train and train future professionals to experience situations that they could face in software development. This study presents a multivocal literature review (MLR) to systematize and categorize the state‐of‐the‐art of SGs for teaching Agile Methods. The MLR allowed software practitioners and teachers to identify cutting‐edge methods for evaluating SGs, application domains in which the assessments were carried out, and the main features considered for assessing the educational benefits of SGs. For academics and professionals eager to test SGs in the training field of Agile Methods, the findings are helpful to (i) provide evidence regarding the usage of games in SE education, (ii) design game‐based teaching/learning strategies, and (iii) offer a repertoire of tactics for assessing the use of SGs in SE courses. In conclusion, the knowledge collected was structured and classified to provide a response to our research questions, aimed at providing a summary of the key research in this area, as well as defining open issues in the field.

Measuring sustainable development knowledge, attitudes, and behaviors: evidence from university students in Mexico

Current trends such as imminent overpopulation and the take-make-waste economic model are largely responsible for the planet’s dire situation. One of the main limitations identified in research on education for sustainable development is the lack of consensus regarding the measurement of sustainable development in both developed and developing countries. In this regard, several Latin American and Caribbean countries have shown their commitment to sustainable development through policies, strategies, or plans related to both education for sustainable development and environmental education. Taking this into account, the present study aimed to develop standardized measures for the levels of sustainable development knowledge, attitudes, and behaviors among university students in northwestern Mexico. Thus, the importance of this study lies in validating previous instruments and determining the degree to which knowledge and positive attitudes explain sustainable development behaviors. Based on the theory of planned behavior, the empirical evidence showed that in northwestern Mexico, university students presented a moderate degree of knowledge and attitudes regarding sustainability but that they scored at the low-moderate level on behavior. The results are consistent with previous studies, with knowledge (β = .296) and attitudes (β = .183) explaining behaviors favorable to sustainable development (R2 = .18, p < .001). It is recommended that universities promote sustainable development by incorporating education on sustainable development into curricular requirements and extracurricular activities and that institutions of higher education become responsible for training future professionals in this area and evaluating the impact of public initiatives in generating sustainable behaviors among students.

КОМПЕТЕНТНІСНО ОРІЄНТОВАНЕ ВИВЧЕННЯ ВИЗНАЧЕНОГО ІНТЕГРАЛА В КУРСІ МАТЕМАТИЧНОГО АНАЛІЗУ ЗАКЛАДІВ ВИЩОЇ ОСВІТИ

The article studies the implementation of competency approach while training future professionals. It also highlights the need for a didactically balanced transition from theory to practice of competence mathematical education. The research is caused by a sharp contradiction between the theory of developed competence mathematical education and the lack of didactic and, therefore, methodical preparation has to take into account the structure and characteristics of phenomenological mathematical competence. The purpose of the article is to reveal the peculiarities of competence oriented study of defined integral in the course of mathematical analysis at higher educational institutions by applying both the theory and methodology of competence mathematical education. The methods of content theoretical and structural system analyses, the transition from abstract (general) to specific (partial), content and theoretical generalization are used in order to achieve the purpose. It is established that competence oriented study of defined integral has to provide the development of either external measurements of mathematical competence of graduating students (content theoretical, procedure acting, reference and communication), or internal measurements of such competence (value and motivational, reflexive and evaluative, personal and psychological). A logical and didactic model for competence oriented study of defined integral with two – level structure is developed. On the one hand, it demonstrates the stages of applied task solving process by using defined integral, and on the other hand, it establishes the path of educational cognition, which ensures its development and conscious mastering. It is found that the formulation and solving a training theoretical and competence task is the cornerstone of competence oriented study of defined integral, which is classified as a reflective task. In such a way, the formation of a generalized way of actions in the process of solving typical tasks is provided, as well as a reflection of the learning process is performed (self-analysis, self-control, self-correction and self-assessment). It is proved that competence tasks mainstream the external and internal measurements of mathematical competence and their solutions imply the fulfillment of manner of actions outlined in the article. Key words: mathematical competence, competence tasks, mathematical analysis, defined integral, competence oriented study.

Integrating Social and Behavioral Sciences Into the Pakistani Medical Curriculum is Essential

The majority of respondents who took part in a survey were of the opinion that there should be a greater focus placed on behavioural and social sciences within the curriculum of medical schools. This is done to ensure that graduates of medical schools will be able to practise medicine in a manner that is both safe and effective. Despite the fact that behavioural and social sciences make significant contributions to the effectiveness of health care delivery, traditional medical school curricula have not traditionally placed a significant amount of focus on the study of these subjects. This article's objective is to provide the reader with a more in-depth comprehension of the value of social and behavioural sciences in medical education as well as the breadth of their application in a variety of different settings. Additionally, it discusses the areas of social and behavioural sciences that are significant to medicine, as well as the efficacy of incorporating them into the curricula of medical schools in order to educate and train future medical professionals to practise medicine in a manner that is fully informed. Place of Study: Foundation University Islamabad Study Duration: February 2022 to July 2022 Study Design: Empirical research Conclusion: This study examines the importance of teaching future doctors about medicine's social and behavioural aspects. It gives medical school educators the latest information on how to best teach medical students to succeed in the medical industry. Medical educators, administrators, policymakers, and other stakeholders must work together to integrate social and behavioural sciences into medical curricula. Keywords: Medical curriculum's courses, the social and behavioral sciences, and the foundations of medical education.

The Objectification and Blame of Sexually Diverse Women who are Revenge Porn Victims

Research informs that bisexual women face harsher sexual stereotypes than lesbian and straight women. We, therefore, explored the relationship between objectification and victim blame in cases of revenge porn in which the victims were sexually diverse women (i.e., bisexual, lesbian, straight). Using vignettes, we hypothesized that bisexual women would be more objectified, and conversely blamed more, than the straight and lesbian victims. Adult men and women who self-identified as straight and cisgender (N = 359) completed and online survey. Findings revealed that objectification and victim blame were significantly correlated. No significant differences were found between bisexual, lesbian, or straight victims on objectification or blame measures. Men participants were found to assign greater victim blame to the victims than were women participants. This study has important implications for targeting sexual violence advocacy efforts, and implications for training future mental health professionals to enhance their advocacy efforts.

Рrofessional profile of a socionomic professional specialist in the context of interculturality

The article actualizes the problem of necessity and expediency of a new modern approach to the рrofessional profile of a specialist of the socionomic profession in the context of interculturality. The ability to communicate tolerantly due to the peculiarities of cultural diversity between different cultures is a key prerequisite for the organization of an effective and high-quality process of providing social services to people in need. A differentiated approach to the training of future professionals implies the need to outline the requirements for representatives of this professional group. &#x0D; The author found that the development of a professional profile contributes to the selection of effective methods and techniques for the formation of professionally determined qualities. The study focuses on the activities of social work professionals and social educators as important representatives of this professional group. The personal and professional qualities and characteristics of a specialist of the socioeconomic profession are also described and characterized. The essence of the рrofessional profile of a specialist of socionomic professions is characterized in the general context of interculturality. The author identifies and describes the characteristic manifestations of intercultural competence of the specialist of the socionomic profession in the context of the researched problem.&#x0D; The professional profile of a specialist in socionomic professions is a schematic, textual or analytical description of the requirements for specialists in socionomic professions to monitor, ensure their readiness for professional activity in specific realities, environments, including in the context of interculturality.

Stemming exclusionary school discipline: implementing culturally attuned positive behavior practices

ABSTRACT Over the past several decades, public schools across the United States have experienced an increasingly visible diversity rift between student enrollment and teaching faculty. The number of students from diverse backgrounds continues to grow while educator ranks continue to become more homogeneous. This diversity rift presents several challenges that affect the quality of educational experiences for students from diverse backgrounds, often to detrimental longitudinal outcomes including the disproportionate use of exclusionary school discipline. The majority of educator preparation programmes continue to train future professionals in traditional, outdated classroom management practices that invoke reactive actions often resulting in suspension or expulsion. Such practices have disproportionately affected students from diverse backgrounds, most conspicuously Black males. However, there are several recommendations school organisations can implement to better prepare their faculty ranks to meet the behavioural needs of students without immediately resorting to exclusionary school discipline. This paper will discuss professional development options that emphasise educator objectivity (i.e., addressing implicit bias, unconditional positive regard) in tandem with evidence-based practices (i.e., positive-based behaviour management, classroom-based functional behavioural assessment) that can be incorporated in the general education classroom.

РЕАЛІЗАЦІЯ ІНДИВІДУАЛІЗАЦІЇ ТА ПЕРСОНАЛІЗАЦІЇ НАВЧАННЯ ЗАСОБАМИ MOODLE

У статті проаналізовано засоби та інструментарій підтримки індивідуалізації й персоналізації навчання у системі дистанційного навчання Moodle. У процесі професійної підготовки майбутніх фахівців для підтримки індивідуалізації навчання засобами Moodle визначено налаштування окремих модулів, елементів та ресурсів платформи. Виділено основні переваги використання системи Moodle для організації персоналізованого навчання: гнучкість, зручність, модульність, економічна ефективність, інтерактивність, різноманіття контролю знань, використання журналу оцінок, засоби планування.

Psychological training of future specialists in physical culture and sports for the activities of a sports coach in higher education institutions

The purpose of the article is to highlight the features of the methodology of psychological training of future specialists in physical culture and sports for the activities of a sports coach and its implementation in higher education institutions. To achieve this goal, the analysis and generalization of scientific literature on issues related to the psychological training of future professionals in physical culture and sports to the activities of a sports coach; the categorical apparatus of the research was formulated and the object, subject, concept and general hypothesis of the research were determined. Methods of psychological training of future specialists in physical culture and sports for the activities of a sports coach in higher education institutions involves a consistent movement of educational levels: the level of motivation for training for the activities of a sports coach, the level of theoretical experience, the level of practical experience. Implementation of the developed methods of psychological training of future specialists in physical culture and sports to the activities of a sports coach was carried out during theoretical and practical classes in the disciplines «Introduction to the specialty», «Theory and methods of physical education», «Theory and methods of gymnastics», «Fundamentals sports training», «Olympic and professional sports» and coaching practice. A necessary technological condition for the implementation of the leading idea is the observance of strict sequence in the assimilation of educational material: the development of the studied information, the formation of skills to use this material, the formation of skills to act adequately in professional activities. The organization of psychological training of future specialists in physical culture and sports for the activities of a sports coach was carried out during practical classes in professional disciplines and includes the following components: forms of system of formation of psychological readiness of future specialists in physical culture and sports for sports coach activities, interactive educational technologies, business games that involve future professionals in physical therapy and occupational therapy professional tasks and responsibilities, problem-oriented learning, project-oriented learning, team-oriented learning, means of physical education and sports training, textbooks, manuals, test tasks, information tools and communication technologies.

ВПРОВАДЖЕННЯ КВЕСТ-ТЕХНОЛОГІЙ НАВЧАННЯ У ПРОЦЕСІ ПІДГОТОВКИ МАЙБУТНІХ ФАХІВЦІВ У ДНІПРОПЕТРОВСЬКОМУ ДЕРЖАВНОМУ УНІВЕРСИТЕТІ ВНУТРІШНІХ СПРАВ

У статті досліджено досвід впровадження квест-технологій навчання у процесі підготовки майбутніх фахівців в Дніпропетровському державному університеті внутрішніх справ. За результатами аналізу науково-довідкової літератури щодо визначення поняття та сутності гри, констатовано, що вчені визнають її високу ефективність для навчання дорослих порівняно з традиційними педагогічними методами, наголошуючи на її вагомих перевагах. Акцентовано на особливостях методики проведення та оцінювання практичних занять у формі квесту у процесі підготовки майбутніх поліцейських на кожному його етапі, а також семестрових екзаменів, захисту практики (стажування), державних атестацій. Наголошено на позитивній оцінці квест-технологій навчання практичними працівниками Національної поліції, залучених до їх проведення в Дніпропетровському державному університеті внутрішніх справ. Додатково обґрунтовано їх ефективність та доцільність подальшого використання закладами вищої освіти із специфічними умовами навчання, які здійснюють підготовку поліцейських.

Blended learning in the context of digitalization informatization

The realities of digitalization require changes in strategies for choosing educational technologies. The modern educational process is not possible without the use of digital technologies. Digital technologies have led to the arising and development of blended learning. However, its effectiveness is determined not only by technology. The human factor receives special attention in this direction. Analysis of the World Development Report 2016: Digital Dividends allows us to identify digital competence as a necessary condition for the successful use of digital technologies, and hence blended learning. Learning interactions designing in the process of implementing blended learning requires timely diagnosis of the level of digital competence. A popular tool for this is the Digital Competence Framework for Citizens. To clarify the peculiarities of its use was made an analysis of the experimental implementation results of blended learning in the industrial training in sewing for intended masters. During the research, it was revealed that the most important digital competence areas for the variable learning establishment in the training of future professionals are Information and data literacy, Communication and collaboration and Problem solving. In addition, competence for area Problem solving conduce to increase the level of competence for all other areas. The level of digital competence of the subjects mainly coincide to the characteristics of basic and secondary levels. The obtained data clarified the reasons for the difficulties, decrease motivation and cognitive activity that occur among students using distance courses-resources learning designed for blended learning. Thus, the use of the Digital Competence Framework for Citizens at the initial stage of implementing blended learning can make a rational choice of strategies for combining face-to-face and distance learning technologies.

The performance and confidence of clinicians in training in the analysis of ophthalmic images within a work-integrated teaching model.

A fundamental clinical skill is the recognition of artefacts within the outputs of advanced imaging modalities. However, current teaching programmes of healthcare practitioners are becoming increasingly challenged to provide practical exposure within an already crowded curriculum. This study evaluates the impact of a novel work-integrated teaching model on the confidence and competence of clinicians in the use of optical coherence tomography (OCT) and the recognition of its artefacts. The outcomes were then used to develop a model to predict performance and guide teaching strategies. We prospectively evaluated a 6-week clinical placement for final year optometry students within a diagnostic eye clinic in 2018-2020. Participants completed a quiz on the identification of common OCT artefacts and rated their confidence levels on key areas of OCT application using a five-point Likert scale. Both were completed before (pre-rotation) and after (post-rotation) the placement. The cohort was divided into two groups; the first group was used to assess the impact of the placement and derive the prediction model for post-placement performance, which was then validated against the second group. A significant improvement in detecting OCT imaging artefacts was seen upon completion of the placement, which was greater in participants with lower entry level performance. Across all OCT artefact subtypes, there was an improvement in detecting segmentation error, delineation error and media opacities. A model predicting post-placement student performance was developed using entry level knowledge base as the key dependent variable. Self-rated confidence improved across all domains of OCT application but was not found to be a direct predictor of actual performance. These results highlight the benefit of a work-integrated learning programme on both academic performance and confidence whilst identifying entry level knowledge base as the key variable predicting improvement. Tailored teaching incorporating entering knowledge is the best predictor of improvement during clinical placements. Integrating clinicians into a work-integrated setting with tailored teaching and comprehensive practical exposure can be an effective method for training future or current healthcare professionals.

ВПЛИВ ОСВІТНЬОГО ПРОЦЕСУ НА ФОРМУВАННЯ ПЕДАГОГІЧНОЇ СВІДОМОСТІ У МАЙБУТНІХ ФАХІВЦІВ ІЗ ОХОРОНИ ПРАЦІ

The article reveals the theoretical aspects of the influence of the educational environment on the formation of pedagogical consciousness in future professionals (labor protection). The author analyzes the concept of «pedagogical consciousness», identifies the impact of the educational process on the acquisition of the necessary knowledge, skills and abilities that affect the formation of pedagogical consciousness of future professionals. It was found that the problem of forming the pedagogical consciousness of future professionals at the present stage is one of the most pressing problems in the system of higher pedagogical education. The author notes that the educational and pedagogical environment is the place where the formation of pedagogical values and universal relations of future professionals, which positively affect the formation of pedagogical consciousness. The article substantiates the statement of the positive influence of the family, high school, mass media on the formation, formation and development of pedagogical consciousness of future specialists (labor protection). The author notes that the purposeful formation, formation and development of pedagogical consciousness should begin at the university stage of professionalization of future professionals. The main starting points of the system of training future health and safety professionals should be the understanding of the educational process as a specific form of transfer and assimilation of socio-historical experience, which provides unity of teacher and students, the purpose of which is not only students specialists as individuals, but also the formation of professional consciousness on the basis of creating the inner position of the student as a successful, positive-minded professional with real professional plans for the realization of their knowledge and desires. The formation, formation and development of pedagogical consciousness of future specialists (labor protection) can be achieved by combining the efforts of family, high school, media, etc. An important component of the readiness of masters in occupational safety for professional and pedagogical activities is that they have experience of emotional attitude to the future profession.

What 2020 Taught Us about the Politics and Teaching of Public Health.

The COVID-19 pandemic has illuminated the critical need to make greater investments in public health and build the capacity of the public health workforce. Among the professional competencies needed to address the ongoing morbidity and mortality associated with COVID-19, as well as other current and future public health challenges, is the ability to effectively engage in the political process. While we acknowledge that public health institutions and workers are under-resourced and are grateful for their tireless efforts to control the pandemic, we argue that their efforts have been severely hampered by a notable absence from politics. We argue that our ability to protect and promote public health has been further challenged by divisive political rhetoric from the former presidential administration, which has amplified a culture of self-interest and individualism. Such values are counter to public health and threaten our ability to address the disproportionate impacts of COVID-19 on low-income communities and communities of color, along with the myriad of health inequities experienced by marginalized communities in the US. We assert that public health professionals must be better equipped and supported in their efforts to challenge powerful majorities that have generated such unhealthy and unequal social and environmental conditions. Policy change related to social determinants of health should be an integral component of our intervention strategies and political advocacy should be considered a core competency for training future public health professionals. The field needs professionals comfortable and adept at working within the political sphere; students are eager for skills that allow them to translate their passion for social justice in health; and the persistent and pervasive health inequities experienced by marginalized communities demand such action.