scholarly journals PROBLEM-ORIENTED TEACHING OF CHILDHOOD INFECTIOUS DISEASES FOR MEDICAL STUDENTS GRADUATE COURSES

2020 ◽  
pp. 27-30
Author(s):  
L. A. Volyanska ◽  
Т. О. Vorontsova ◽  
E. I. Burbela ◽  
Y. V. Rohalska
Keyword(s):  
Infectious Diseases ◽  
Technological Development ◽  
Research Work ◽  
Real Life ◽  
Role Playing ◽  
Educational Process ◽  
Real Problem ◽  
Teacher Student ◽  
Wide Range ◽  
Attending Physician

The accelerated pace of scientific and technological development of modern Ukrainian society, is steadily striving to unite with the world community, puts the requirement for urgent modernization in front of the traditional higher school. The quality of education to an outstanding extent depends on the effectiveness of communication in the “teacher-student” system. Our proposed form for the study of childhood infectious diseases allows to bypass the imposition of the authoritarian thought of the teacher. This is achieved through the formation of a productive team of teacher – students on mutually beneficial conditions of cooperation on the basis of bilateral (both of the teacher and the student) internal motivation. The basis of innovations in the teaching of medicine today is the introduction of interactive cooperation between those who help to study, and those who study, and problem-oriented learning. Therefore, in the study of children's infectious diseases by graduate students, the practical lesson is based on thematic (according to the topic of the practical lesson) supervision of the patient in the presence of the attending physician and under the supervision of the teacher. This is a real child with a real problem, and therefore, the teacher created an original task, tied to a real life situation. Such a clinical task for its solution requires the student to independently apply a wide range of knowledge and skills in the studied discipline in related subjects. A role-playing game begins: the attending physician (the student who observed the patient) invites other specialists (the rest of the group's students) to the council to help make a diagnosis. Prospects for further improvement of the educational process in the study of pediatric infectious diseases will relate to stimulating interest in the subject by promoting the idea of ​​involving students to actively participate in the development of their practical skills through elements of research work within the scope of the work program.

scholarly journals THE INFLUENCE OF QUARANTINE RESTRICTIONS ON THE DEVELOPMENT OF OCCUPATIONAL BURNOUT IN EDUCATORES OF HIGHER EDUCATION AL INSTITUTIONS OF UKRAINE

2021 ◽  
Vol 21 (1) ◽  
pp. 141-145
Author(s):  
A.P. Stepanchuk
Keyword(s):  
Psychological Factors ◽  
Close Contact ◽  
Research Work ◽  
Educational Process ◽  
Burnout Syndrome ◽  
Professional Activity ◽  
Occupational Burnout ◽  
Wide Range ◽  
Teachers And Students ◽  
Emotional Burnout

Occupational burnout syndrome most often occurs among professionals of the at-risk occupations, i.e. those who work in close contact with people and have to communicate a lot and intensively with others. This group includes educational specialists (teachers, educators, psychologists), medical professionals, and sale representatives. Fatigue, weakness, lack of interest in their activities against the background of chronic stress, is well known to many people, especially workaholics, who strive to do as much as possible, resulting in emotional burnout. With the onset of the Covid-19 pandemic, burnout has taken on a different form due to isolation, fears for the lives and health of family members, and distance from workplaces and well-accustomed co-workers. Distance learning has created new challenges for teachers and students of HEIs. Study before quarantine was already complicated, given the heavy workload, the large volume of the curriculum, and the constant lack of free time. Working in such rhythm makes it difficult to maintain mental health and prevent emotional burnout. The professional activity of university educators is characterized by increased responsibility, a wide range of commitments and the need for continuous professional development. In addition to the educational process, the teacher is responsible for the implementation of methodological, organizational, educational and research work. The influence of stressors on a teacher’s health contributes to the emergence of the syndrome of occupational burnout. “Quarantine” factors influencing the development of occupational burnout can be assigned into two groups: organizational and psychological factors related to the novel special organization of work in quarantine; psychological factors associated with the new psychological features of the professional activity and their own subjective characteristics. To prevent the development of occupational burnout, psychologists recommend to take care of yourself; do not forget about rest; realistically estimate own capabilities and, accordingly, plan work and time; do not make unnecessary commitments; do not demand too much from yourself; work should bring joy.

scholarly journals DEVELOPING MEDIA LITERACY SKILLS BASED ON COMPETENCY APPROACH AS A TOOL FOR DEVELOPING STUDENTS’ CRITICAL THINKING

2020 ◽  
Vol 9.1 (85.1) ◽  
Author(s):  
Nataliya Tyhonenko ◽  
◽  
Iryna Chychkalo ◽  
Keyword(s):  
Critical Thinking ◽  
Interpersonal Communication ◽  
Media Literacy ◽  
World Literature ◽  
Research Work ◽  
Real Life ◽  
Theoretical Background ◽  
Modern Technology ◽  
Literacy Skills ◽  
Educational Process

The article deals with the conditions of developing a theoretical foundation of students’ basic media literacy knowledge as well as practical skills of effective and safe interaction with information received from various media sources, including the use of modern information and communication technology in practical daily life, namely during the study process and interpersonal communication. The article explores how integrating media literacy into the educational process can help foster critical thinking, as well as the skills of understanding the implicit meanings of different messages, and the ability to counteract the manipulation of individual conscience on part of mass media outlets. A real-life illustration thereof can be derived from the experience of Scientific Lyceum #3 in Poltava, where media literacy is integrated in humanitarian subjects. In practice, this is carried out through working on scientific research projects, individual mini-projects, learning to differentiate between and compare the effects of different sources of audiovisual information (e.g. in World Literature lessons, when comparing books to their film adaptations) etc. The authors’ hands-on experience allows them to speak not only to the theoretical background of their research work, which is based on the competency approach, but also introduce a number of useful real-world examples which might be of interest to fellow educators. It is stated that the main objectives of increasing media literacy among students include developing the skills of interacting with diverse forms of media, critical thinking, successful interpersonal communication, facilitating creativity and the ability to analyze and interpret information from various sources as well as express oneself through the means of modern technology. Furthermore, the diversity of tools employed over the course of the lessons ensures that the learning process retains its exciting and engaging nature for the students. The article might be of interest to teachers, students, and anybody who is interested in media literacy within humanitarian subjects and practical application thereof.

scholarly journals INNOVATIVE APPROACHES TO ORGANIZING THE EDUCATIONAL PROCESS OF FUTURE PHYSICAL EDUCATION TEACHERS

2018 ◽  
Vol 5 (24) ◽  
Author(s):  
A. O. Melnik ◽  
O. V. Shevchenko
Keyword(s):  
Physical Education ◽  
Student Teaching ◽  
Professional Training ◽  
Real Life ◽  
Role Playing ◽  
Educational Process ◽  
Professional Activity ◽  
Physical Education Teachers ◽  
Innovative Technologies ◽  
Core Subjects

The article deals with the problem of motivating future physical education teachers to study by means of innovative technologies as one of the necessary pedagogical conditions of professional training of specialists in the field of physical education and sports. The topicality of the problem of introducing innovative technologies into the educational process at physical education departments has been explained. The organization of innovative training included modeling real-life situations, using role-playing games, functional music, and elements of a foreign language in the process of studying the cycle of professional and practical courses. It has been identified that the conceptual strategy of forming future teachers' readiness for professional activity is to increase the students' motivation to study.In order to introduce the selected experimental means of teaching into the educational process, the level of teaching and the desire of the students of Physical Education Department to attend the classes from the cycle of professional core subjects have been studied. The application of innovative technologies allowed to establish certain requirements for organizing and conducting practical classes. The structure of such classes involves didactic motivation, announcement of the topic and the expected learning results, provision of the necessary information, the use of the latest techniques as well as summarizing and evaluating the results of academic activity. It has been proved that the method of teaching core subjects by means of innovative technologies facilitates the formation of profession-oriented values, skills and abilities, which are necessary for students' future professional activity.Keywords: motivation, innovative technologies, professional training, a physical education teacher, a student, teaching.      В статье рассматривается проблема формирования мотивации к обучению будущих учителей физической культуры средствами инновационных технологий, как одной из необходимых педагогических условий профессиональной подготовки специалистов области физического воспитания и спорта. Определена актуальность проблемы внедрения инновационных технологий в учебный процесс факультетов физического воспитания. Организация инновационного обучения предусматривает моделирование жизненных ситуаций, использование ролевых игр, функциональной музыки, элементов иностранного языка в процессе изучения цикла дисциплин профессиональной и практической подготовки. Выяснено, что концептуальной стратегией формирования готовности будущих учителей к профессиональной деятельности является повышение мотивации студентов к обучению.      С целью внедрения в учебный процесс избранных экспериментальных средств обучения, предварительно определено состояние преподавания и желание посещения студентами факультета физического воспитания занятий цикла специальных дисциплин. Применение инновационных технологий позволило установить определенные требования к организации и проведению практических занятий. Структура таких занятий предусматривает дидактическую мотивацию, определение темы и ожидаемых учебных результатов, предоставление необходимой информации, применение новейших средств, подведение итогов, оценку результатов академической деятельности. Доказано, что методика преподавания дисциплин специализации с использованием инновационных технологий способствует формированию у студентов профессионально-ориентированных ценностей, навыков и умений, необходимых для будущей профессиональной деятельности.            Ключевые слова: мотивация, инновационные технологии, профессиональная подготовка, учитель физической культуры, студент, обучение. 

FAST 112 HEROES: A kindergarten-based educational stroke intervention for the whole family

2020 ◽  
Vol 79 (6) ◽  
pp. 724-734
Author(s):  
Kalliopi Tsakpounidou ◽  
Ariadne Loutrari ◽  
Freideriki Tselekidou ◽  
Maria Baskini ◽  
Hariklia Proios
Keyword(s):  
Preschool Children ◽  
Extended Family ◽  
Real Life ◽  
Role Playing ◽  
Medical Emergency ◽  
Participatory Action ◽  
Northern Greece ◽  
School Based ◽  
Assessment Tasks ◽  
Wide Range

Background: Stroke is a worldwide leading cause of disability, and around 50 million people are affected by stroke annually. Public stroke educational and awareness programmes can make a great deal of difference. Young children are in key position to seek urgent medical care if grandparents suffer a stroke, as grandparents are often their secondary caretakers. Objective: The objective of the current study was to design an educational intervention targeting children and, in parallel, directly involve extended family members. Design: Participatory action research. Setting: School-based education stroke intervention in Thessaloniki, Northern Greece. Methods: Over the course of 5 weeks, this intervention sought to educate 66 preschool children and their families through a series of novel activities that revolved around 4 superheroes, the FAST mnemonic and a medical emergency number. One superhero and their unique superpower was introduced every week through a Powerpoint presentation, a short animation video and a wide range of in-class and take-home activities, such as ‘phantom speech’, role-playing, funny face mimicking games, and rhyming poems. Children were also encouraged to identify their own family superhero so as to transfer their learning to real life. Results: Follow-up individual and group assessment pointed to encouraging results. Results from odd-one-out-tasks revealed that children were able to recognise the stroke symptoms in question. However, they performed more poorly on more complex tasks involving recall. Conclusions: Preschool children acquired knowledge of stroke symptoms which appears more solid when recognition is assessed. Assessment tasks involving substantial recall of information do not necessarily reflect the ability to detect stroke symptoms.

scholarly journals ORGANIZATIONAL AND DIDACTIC FEATURES OF SOCIAL REHABILITATION STUDENTS’ PROFESSIONAL TRAINING IN THE USA

2021 ◽  
pp. 68-71
Author(s):  
J. DEMCHENKO
Keyword(s):  
Problem Solving ◽  
Information And Communication Technologies ◽  
Professional Training ◽  
Real Life ◽  
The United States ◽  
Educational Process ◽  
Interactive Technologies ◽  
Academic Degree ◽  
Social Rehabilitation ◽  
Wide Range

The article analyzes organizational and content features of social rehabilitation students’ professional training at higher education institutions in the United States. The two-year college programs for obtaining Associate’s degree, four-year Bachelor’s and interdisciplinary Master’s degree university programs for professional training in social rehabilitation have been characterized. The peculiar features of these programs for each academic degree have been determined. It has been identified that professional training is carried out on an interdisciplinary basis by integrating general scientific, professional and subject-specific knowledge, introducing wide range of elective courses. Three models for training social rehabilitation students have been defined: traditional didactic, problem-solving and facilitated. Preference is given to the facilitated model, the conceptual idea of which is the idea of an integral professional and personal development of a social rehabilitation student as a subject of educational process throughout the study period and further professional activities. According to these models, the key teaching technologies have been divided into three groups: traditional didactic (demonstration, asking and answering questions), problem-solving (discussions, problem-based situations, conversations) and facilitated (interactive technologies such as round-table discussions, brainstorming activities, case study etc.). It has been found out that American college and university teachers prefer interactive (group learning, gaming, reflective, combined, integrated, project-based, information and communication) technologies, the essential features of which are the problem-based nature of co-operative learning, partnership and dialogue. Effective use of interactive technologies helps to involve students in the process of cognition, develops students’ critical thinking, encourages them to participate in learning activities, become independent, develop their professional outlook, reflect upon their own educational and cognitive activities by promptly defining their learning outcomes, modeling real life situations, creating the atmosphere of community and co-operation. It has been found out that the system of professional training provides conditions for professional self-determination, self-development and self-improvement.

scholarly journals Communicative-Oriented Approach to the Study of Parts of Speech by Students of Professional College

2021 ◽  
Vol 10 (4) ◽  
Author(s):  
Yulia Lukianets ◽  
◽  
◽  
Keyword(s):  
English Language ◽  
Real Life ◽  
Role Playing ◽  
Value Orientations ◽  
Educational Process ◽  
Educational Activity ◽  
Interactive Methods ◽  
Parts Of Speech ◽  
Oriented Approach

The role of communicative-activity approach in the process of mastering English by students on the basis of a professional college is described. The importance of focusing the English language course on the development of skills and abilities to produce their own statements in the personal and professional spheres is noted. The emphasis is placed on the content of this approach through the prism of the development of the speed of speech activity and the formation of speech patterns and structures. The orientation of the communicative-oriented approach to the formation of communicative competence, which determines the students' worldviews, the system of value orientations, the development of professional and critical thinking is considered. Six principles of the organization of educational activity of students studying English are allocated. The importance of the principle of communicative-personal organization of educational activity for realization of communicative orientation of the educational process is determined. The effectiveness of the use of game, active and interactive methods, group, pair and individual forms of work as ways to implement a communicative-oriented approach during English language learning is noted. The active role of the teacher in directing the discussion, debate or dispute in the right direction during the classroom classes using interactive methods is highlighted. The emphasis is placed on the effectiveness of modeling a communicative situation close to real life using professional vocabulary and mastering certain socio-cultural aspects. The classification of parts of speech is considered and the presence of a specific set of grammatical properties and basic syntactic functions is noted. The importance of role-playing games in the study of parts of speech by students of a professional college is considered. The examples of effective grammar games are given: ball games, dice, gifts, etc. The emphasis is placed on the effectiveness of the communicative-oriented approach in the study of parts of speech.

scholarly journals VIRTUAL LABORATORIES IN SCIENCE AND ENGINEERING

2019 ◽  
Vol 1 ◽  
pp. 15
Author(s):  
Valdis Priedols ◽  
Anita Jansone
Keyword(s):  
Computer Simulations ◽  
Real Life ◽  
Educational Process ◽  
Virtual Laboratory ◽  
Laboratory Research ◽  
Virtual Experiments ◽  
General Terms ◽  
Virtual Laboratories ◽  
Wide Range ◽  
Experimental Apparatus

INTRODUCTION Virtual laboratories have been  used for several decades as a tool to help in the educational process. However, it is not always clear the purpose and correct way to use this tool. Educators need to improve their work so that the teaching process is more efficient. A wide range of virtual resources is available in different languages. Most of the resources are in English and some in Latvian, therefore the use of virtual laboratories is made very simple. Hypothesis: The efficient use of a virtual laboratory depends on multiple circumstances. The concept of the virtual laboratory is understood and used differently by many authors and researchers because that depends on the purpose of use. In the most general terms, a virtual laboratory is a computer-based activity where students interact with an experimental apparatus or other activity via a computer interface. Typical examples is a simulation of an experiment, whereby a student interacts with programmed-in behaviours, and a remote-controlled experiment where a student interacts with real apparatus via a computer link. This kind of process allows students to explore a topic by comparing and contrasting different scenarios, to pause and restart an application for reflection and note taking, to get practical experimentation experience over the Internet. The most recognizable are computer simulations that allow us to examine basic concepts in physics. These simulations are broadly used in the teaching and learning process in different ways. The purpose of this research is to study through virtual laboratories that are broadly used in educational institutions and to examine the usefulness and impact of using such laboratories. MATERIAL AND METHODS To find out the circumstances for the efficient use of a virtual laboratory, research has been made to understand the key factors. A criterion for effectiveness of the virtual laboratory is made depending on other experiences over the past ten years. Mostly through literature studies and depending on experience, all the assumptions are justified. RESULTS What people mean by a virtual laboratory, to understand what value it can bring, and importantly what it cannot and must not do. A virtual laboratory must bring as close a connection to reality as possible, to as many students as possible. The key areas of benefit are accessibility, training and augmentation. Nothing can replace the experience of working hands-on with laboratory equipment, the virtual laboratory should not be used to provide a full experience. In some cases, learning a new environment or software for simulations can be difficult and time consuming. In the context of geographical location or mobility issues, the use of a virtual laboratory may provide a substitution for a real experiment. A substitution is also necessary due to lack of equipment. DISCUSSION In recent years, researchers do not try to prove that virtual experiments are better than experiments in real life because such researches were made and the results in most cases do not prove that virtual experiments bring better results in students’ exams. Different researchers try to prove that using virtual environment in some cases changes the attitude towards physics and science. In future authors will make and use virtual laboratory not only as computer simulations but also as a whole environment for learning and teaching physics and science. CONCLUSION The results are theoretical. However, this research is significant for future work because it helps to prevent failures and focus on things that have not been done before. There exist some limitations due to a lack of students. Therefore, the authors can also focus on different stages of education.

scholarly journals THE USE OF GAMING TECHNOLOGIES IN THE PROCESS OF DEVELOPMENT OF THE FOREIGN LANGUAGE PROFESSIONAL COMMUNICATIVE COMPETENCE OF FUTURE SPECIALISTS

2020 ◽  
pp. 98-105
Author(s):  
Лариса Максимук ◽  
Лилия Левонюк
Keyword(s):  
Foreign Language ◽  
Communicative Competence ◽  
Effective Means ◽  
Real Life ◽  
Role Playing ◽  
Educational Process ◽  
Professional Activity ◽  
Developmental Potential ◽  
Professional Activities ◽  
Role Playing Games

The article deals with the problem of the formation of foreign language professional communicative competence of future specialists of non-linguistic profiles. The process of teaching a foreign language becomes interesting and creative thanks to game technologies that expand the range of topics for communication, make the process of foreign language communication more dynamic and expressive, and also give the possibility to create models of future professional activities of students and teach them how to act in certain real life situations. Role-playing and business games, which are one of the most dynamic methods of teaching a foreign language, are widely used in foreign language classes at non-linguistic specialties of universities. In role-playing games, personal interaction not limited to professional activity takes place, while in business games situations, which are close to the real future professional activity of students, are played. The use of role-playing and business games in the process of teaching foreign languages contributes to the formation of the cognitive interests of students, their conscious and motivated mastering of the target foreign language, and also contributes to the development of such qualities as independence, initiative, the ability to work in a team, the desire for self-education and self-improvement. Thus, gaming technologies have a great developmental potential and are an effective means of improving and modernizing the educational process at universities, professionalizing foreign language teaching for students of non-linguistic specialties, and forming their foreign language professional communicative competence.

scholarly journals Clinicians’ Voices on a Disciplinary Approach to Teaching Clinical Communication in the Chinese Context: Priorities, Challenges, and Scope

2021 ◽  
Author(s):  
Jack Pun
Keyword(s):  
Medical Students ◽  
Interpretative Phenomenological Analysis ◽  
Real Life ◽  
Role Playing ◽  
Teaching Approach ◽  
Complex Nature ◽  
Clinical Communication ◽  
Chinese Context ◽  
Wide Range ◽  
Medical Educators

Abstract Background: In the absence of a well-rounded syllabus to teach clinical communication, emphasising both interpersonal and medical dimensions, medical students in the early stages of their career may find it challenging to effectively communicate with patients, especially those from different cultural backgrounds. Aims: To explore the priorities, challenges and scope of teaching clinical communication in a Chinese context using a disciplinary approach, and to investigate how medical educators and clinicians teach clinical communication in their respective clinical disciplines. Design: Interpretative phenomenological analysis. Data sources: Nine medical educators, all experienced frontline clinicians from 7 clinical disciplines, were recruited from 7 Hong Kong hospitals and 2 medical schools. They were interviewed to seek their views on teaching clinical communication in the Chinese context, specifically its priorities, challenges, and scope. Results: The interview data revealed 5 themes related to the priorities, challenges, and scope of teaching clinical communication across a wide range of clinical disciplines in the Chinese context, namely (1) showing empathy with patients; (2) using technology as a modern teaching approach to combine medical and interpersonal dimensions; (3) shared decision-making, reflecting the influence of Chinese collectivism and cultural attitudes towards death on communication with patients and their families; (4) interdisciplinary communication between medical departments; and (5) the role of language in clinician–patient communication. Conclusions: Taking a disciplinary perspective, the clinicians in this study approached the complex nature of teaching clinical communication in the Chinese context in different ways. The findings illustrated the need to teach clinical communication using a disciplinary approach in addition to teaching it generically across specialties. This is particularly important in the Intensive Care Unit (ICU), where clinicians frequently cooperate with physicians from other departments. This study also highlighted how non-verbal social cues, communication strategies, and the understanding of clinical communication in the Chinese context operate differently from those in the West, because of socio-cultural factors such as family dynamics and hierarchical social structures. We recommend a dynamic teaching approach using role-playing tasks, scenario-based examples, and similar activities to help medical students to establish well-rounded clinical communication experiences in preparation to overcome challenges in their future real-life clinical practice.

scholarly journals Lexico-Semantic Features of Pakistani English Newspapers: A Corpus-Based Approach

2018 ◽  
Vol 8 (4) ◽  
pp. 50
Author(s):  
Sartaj Fakhar Jilani ◽  
Behzad Anwar
Keyword(s):  
Research Work ◽  
Real Life ◽  
World Englishes ◽  
Cultural Relativism ◽  
Semantic Features ◽  
Cultural Significance ◽  
Semantic Variation ◽  
Semantic Categories ◽  
Evolution And Development ◽  
Wide Range

Lexico-semantic variation with its socio-cultural significance, genuinely instilled in the tint of adaptation as well as innovation, has prompted many researchers and linguists to explore profoundly within the prolific soil of Pakistani English, while formulating its mark within the sphere of “New Englishes”. This “norm-developing” variety traces the accelerating concern in the momentum of diffusion of “World Englishes”, and consequently, adding to the evolution and development of English in non-native-contexts with its deep enriching essence. The principal goal of the present research work is to investigate lexico-semantic variation in Pakistani English newspapers along with the functional outcomes within the vibrant mould of perceptions based on context-dependent Pakistani socio-cultural scenarios in the light of Moag’s model based on “New Englishes”, Boas’ Cultural Relativism, Kachru’s Nativization and Acculturation with the conception of “Outer Circle” mainly connected to institutionalized Second Varieties of English. The study further analyzes two major lexico-semantic categories based on the corpus derived from two leading Pakistani English Newspapers. This corpus-based study took out the sample texts with their usual lengths, purposively chosen, from the real life. Findings of the study highlight that lexico-semantic categories in Pakistani English Newspapers are infused within the local aroma while having a diversity of colours of usage and elucidations in multifaceted functional settings of Pakistan. The study broadens the horizons while opening a wide range of opportunities for the researchers in grammar, lexicon, semantics, pragmatics etc. by means of construction and extension of corpora and drawing comparison with the other varieties of English.

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