A Comparison of IHEs and Non-IHEs as Anchor Institutions and Lead Agents of Promise Neighborhoods Projects

2021 ◽  
pp. 001312452110497
Author(s):  
Whitney Impellizeri ◽  
Vera J. Lee
Keyword(s):  
Higher Education ◽  
Institutions Of Higher Education ◽  
Considerable Time ◽  
Multiple Stakeholders ◽  
Anchor Institutions ◽  
Medical Institutions ◽  
Academic Medical ◽  
The Individual ◽  
Promise Neighborhood ◽  
Anchor Institution

Place-based initiatives, such as the federal Promise Neighborhoods grant, attempt to coordinate interventions, supports, and services with a myriad of organizations to targeted communities. Although Institutions of Higher Education (IHEs), inclusive of academic medical institutions, are among the most overall researched anchor institution, Non-Institutions of Higher Education (NIHEs) have led more Promise Neighborhood grants since the inception of the program in 2010. Therefore, this study compared the revitalization efforts proposed by IHEs ( n = 5) and NIHE ( n = 5) in their applications for Promise Neighborhoods grants awarded between 2016 and 2018. Although similarities existed within and across the applications from NIHEs and IHEs, namely focused on improving academics and health/wellness, the specific interventions, supports, and services proposed by each lead institution largely reflected the individual needs of the targeted communities. The findings from this study illustrate how IHEs and NIHEs are similarly positioned to effectuate change within their communities. Implementing place-based initiatives requires anchor institutions to allocate considerable time and resources in order to adapt to the current needs of the community in real time. Therefore, future lead agents of Promise Neighborhoods should seek to promote an environment that fosters on-going collaboration and mutual trust across and within multiple stakeholders, while also exploring sustainability efforts to extend gains made beyond the duration of the grant.

scholarly journals CONCEPTUAL FOUNDATIONS OF PROFESSIONAL TRAINING OF FUTURE PRACTICAL PSYCHOLOGISTS

2020 ◽  
pp. 137-141
Author(s):  
V. M. Synyshyna
Keyword(s):  
Higher Education ◽  
Professional Training ◽  
World View ◽  
Educational Process ◽  
Professional Activity ◽  
Institutions Of Higher Education ◽  
Social Phenomena ◽  
Fundamental Knowledge ◽  
The Individual ◽  
Conceptual Foundations

The scientific achievements of leading scientists on the selected theme are analyzed and leading ideas, concepts, and main definitions of the research are identified in the article. The creation of proper psycho-didactic conditions in institutions of higher education, which serve as a basis for the formation of professionally significant competences, the development of personal creative potential and active public position in future practical psychologists, is updated. It is argumented that the educational system built on the conceptual foundations of professional training makes it possible to effectively content the educational disciplines, and therefore effective fundamental knowledge, professional-oriented skills, advanced skills, professional norms and values, which have the highest degree of generalization of social phenomena and processes. It is proved that the concept of the study of practical psychology combines professional methodological, philosophical and general scientific principles and scientific-methodological approaches, which are directed at the revealing future professional activity. The outlined conceptual foundations of professional training allow us to modify the educational process in higher education according to the individual needs of future practical psychologists. The methodological analysis of educational phenomenon of practical psychology in institutions of higher education on four basic levels is offered: philosophical-theoretical (evolutionary-theoretical formation of the specialist and his or her effective functioning), methodological (formation of the system of world-view and semantic individual formations for realization of individual’s educational skills and abilities), specific-scientific (acquisition of fundamental knowledge about professional activities) and technological (effective use of methods and techniques of research for acquisition of true empirical knowledge). The conclusion about the importance of outlining of conceptual foundations in the system of professional training of future practical psychologists is made.

scholarly journals BLENDED LEARNING IN MEDICAL INSTITUTIONS OF HIGHER EDUCATION

2021 ◽  
Vol 32 (1) ◽  
pp. 101-111
Author(s):  
Natalya Nalyvaiko ◽  
Oleksii Nalyvaiko
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Extracurricular Activities ◽  
Work Group ◽  
Online Communication ◽  
Digital Technologies ◽  
Educational Process ◽  
Institutions Of Higher Education ◽  
Teaching Aids ◽  
Medical Institutions

The article considers the main provisions of blended learning organization in medical institutions of higher education. The main online platforms and digital teaching aids, that are used in medical institutions of higher education during the educational process based on blended learning, are identified in particular: distance learning platforms (Equity Maps, Google Classroom, Moodle), mobile-digital applications (Classtime, LearningApps, Quizizz) and online communication platforms (Google Meet, ZOOM, WeBex). The concept of blended learning is defined as a harmonious combination of students’ classwork and the use of information and digital technologies in extracurricular activities (independent work, group work, etc.). The principles of organizing the educational process in institutions of higher medical education include a general didactic approach in working with large groups, discussion in small groups, individual training and learning using information and digital technologies. An important aspect in the training of highly qualified medical professionals in the blended learning format is blended laboratory courses. Such an organization of training, as shown in the study, is popular with both students and teachers of laboratory bachelor courses. Note that in this process, teachers mainly focus on the development of students' abilities for autonomous learning, and not just on the transfer of theoretical knowledge. The best experience of blended learning usage in the world medical institutions of higher education is considered. The advantages of blended learning in medical students’ preparation are shown. In further scientific research it is planned to study the current experience of organizing blended education of Kharkiv National Medical University in the conditions of adaptive quarantine in the 2020/2021 academic year.

scholarly journals METHODOLOGICAL APPROACHES TO STUDYING OF UKRAINIAN AS A FOREIGN LANGUAGE AT MEDICAL INSTITUTIONS OF HIGHER EDUCATION

2020 ◽  
pp. 106-117 ◽  
Author(s):  
Maria Tsurkan
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Cognitive Activity ◽  
Educational Process ◽  
Institutions Of Higher Education ◽  
Approaches To Studying ◽  
Medical Institutions ◽  
Complex Approach ◽  
Medium Level ◽  
Methodological Approaches

Main methodological approaches to studying of Ukrainian as a foreign language of students from medical institutions of higher education have been described in the article, in particular content and peculiarities have been revealed of such approaches as system, communicative-activity, personally-oriented professionally-oriented, socially-cultural, word-centric, contextual, competency ones. It has been stated, that such structured components are singled out in methodological system of studying of Ukrainian as a foreign language as aim, content, task, approaches, principles, methods, forms, means, technologies and results of studying, which provide implementation of educational process, while interacting between each other. It has been noted, that distinguishing of presented approaches to studying of Ukrainian as a foreign language is implemented according to the aim and tasks of educational disciplines. It has been emphasized, that aim of the discipline «Ukrainian language» consists in achievement of final goals of education, which are basis for construction of its content. Practical acquirement of a language at I medium level is considered as terminal goal of the discipline at medical institutions of higher education, that is sufficient for implementation of cognitive activity in social-cultural and educational-professional spheres, that is realized with the help of complex approach to preparation of future specialists and provides interaction of communicative, educational and disciplinary goals.

scholarly journals Realization and experimental check of didactic conditions of forming the information-digital competence of students of medical institutions of higher education

2019 ◽  
pp. 253-266
Author(s):  
Natalia Iukhno
Keyword(s):  
Higher Education ◽  
Practical Knowledge ◽  
Statistical Processing ◽  
Institutions Of Higher Education ◽  
Digital Competence ◽  
Formative Stage ◽  
Control Stage ◽  
Education Organization ◽  
Medical Institutions ◽  
High Level

In accordance with the purpose, the article describes the general organization, stages of conducting and the results of pedagogical experiment on checking the effectiveness of the implementation of didactic conditions for forming the information-digital competence of students of medical institutions of higher education. The author proposes the model and ways of realization of the didactic conditions: actualization of the motivational-value training of students of medical institutions of higher education; organization of interaction of students and teachers of medical institutions of higher education on the Internet through the creation of information-digital educational environment on the basis of individual support for the student; creation of individual educational routes for students in the course of training and production practices. At the ascertaining stage of the pedagogical experiment, the criteria and indicators were specified: motivational (presence of positive motivation for the formation of information-digital competence), cognitive (systematic and thoroughness of theoretical and practical knowledge regarding the formation of information-digital competence of students), operational (development of skills for organization), implementation, evaluation, improvement of information-digital competence formation), personality-reflection (introspection and reflection); levels of information-digital competence of higher education medical institutions students (high, average, low), which contribute to the positive dynamics of information-digital competence of students of medical institutions of higher education. At the formative stage of the pedagogical experiment, the didactic conditions of forming the informational-digital competence of students of medical institutions of higher education on the target, procedural and evaluation-effective stages of the developed model were realized. At the control stage of the pedagogical experiment, there was a significant increase in the level of information-digital competence of students of medical institutions of higher education in the EG: by 21.3% the number of students with a high level of education increased; by 24.3% ‒ with an average level; 45.6% decreased the number of students with the initial level of their information-digital competence. According to the results of the statistical processing of the data of the pedagogical experiment participants, there was a significant increase in the levels of all indicators that were measured. It is established that the formation of information-digital competence of students of medical institutions of higher education is facilitated by certain didactic conditions.

Study of the State of Physical Fitness of Students of Medical Institutions of Higher Education by Means of Crossfit in the Process of Physical Education

2021 ◽  
Vol 63 (2) ◽  
pp. 105-109
Author(s):  
Olena M. Shkola ◽  
Olena V. Fomenko ◽  
Olena V. Otravenko ◽  
Viktoriia I. Donchenko ◽  
Valeriy O. Zhamardiy ◽  
...  
Keyword(s):  
Higher Education ◽  
Physical Education ◽  
Physical Fitness ◽  
Higher Education Institutions ◽  
Educational Process ◽  
Institutions Of Higher Education ◽  
Innovative Technologies ◽  
Medical Institutions ◽  
General Physical ◽  
Education Process

Aim: Theoretically substantiate and experimentally test the method of using innovative technologies, aimed at improving the health of students in the process of physical education with the use of crossfit in medical institutions of higher education. Materials and Methods: The research was carried out within the framework of the discipline “Physical Education”, among students of 1-2 courses of medical specialties. In the experimental group, classes were held once a week for 90 minutes with the method of using crossfit for boys and girls, also there were additional extracurricular classes once a week (60 minutes). The control group was engaged in the usual program of physical education. Students of higher education institutions were offered a method of classes using crossfit tools. Results: In the educational process in higher education institutions, physical education is a way to achieve strategic goals by preserving the health of young people. An important aspect of our study is the use of innovative technologies in physical education process through crossfit. Crossfit refers to strength training and has an extreme system of general physical training, based on the alternation of basic movements in different sports. The crossfit training system allows you to easily adapt it for people with different levels of physical fitness. Students of higher education institutions were offered a method of classes using crossfit tools in physical education process. Conclusions: Thanks to the implemented methodology, the usage of functional all-around (crossfit), we proved that during our study, students who were engaged in the experimental method, improved their general physical condition, level of physical fitness and motivation to engage in physical culture and sports.

scholarly journals MANAGEMENT OF EDUCATIONAL ORGANIZATIONS: MAIN IDEAS, FUNCTIONS, FEATURES

2021 ◽  
pp. 129-135
Author(s):  
R. S. Tyagur ◽  
R. P. Lisovskiy ◽  
M. A. Shufnarovych
Keyword(s):  
Higher Education ◽  
Organizational Culture ◽  
Educational Institution ◽  
Educational Institutions ◽  
Teaching Staff ◽  
Institutions Of Higher Education ◽  
Educational Organizations ◽  
Educational Activities ◽  
Medical Institutions ◽  
Ethical Norms

The organizational culture of an educational institution should be considered because of the management of a higher education institution, the real relations and positions existing in it. It is characterized by levels of differentiation (division of responsibilities) and ensuring the cohesion of staff (integration), and thus cooperation focused on achieving the goal, which is an indicator of the successful functioning of the educational institution. Organizational culture is defined as a set of norms, values, rules, models of communication that are shared by all employees. The level of development of organizational culture is crucial in ensuring the quality of the educational institution, its efficiency. Solving the problem of developing the organizational culture of the educational institution is an important task of its head. The system-forming factor of university culture can be the core idea or principle, which is mandatory for all research and teaching staff and is manifested in all aspects of the life of the educational institution. At the present stage of development of educational organizations there are distortions - in the hierarchy of goals the leading place is given not to a specific goal, but to receive income from educational activities. This trend is manifested not only in the activities of private educational institutions, but also public ones. Personnel policy of medical institutions of higher education is to focus the way of such educational institutions on ethical goals, liberalism and tolerance, great humanity, the pursuit of justice, independence and individuality, the correct principle of their action and counteraction, self-affirmation, building hierarchy, power, obtaining information and communication, the desire to form social contacts, free expression of opinion, the social benefits of labor and democracy, the desire for security. Ethics is based on norms and principles that determine the behavior of ordinary employees and leaders of educational organizations in relation to society, other organizations, and groups, in relations with each other. Ethical norms outline common values and ethical rules that must be followed by employees of higher education institutions. Ethics rules are created to define the goals of educational organizations, their description, create a favorable ethical atmosphere and outline ethical recommendations in decision-making. Self-respecting educational organizations, that is, for which public opinion about decency and honesty is more important than the desire to increase their profits, define and oblige their employees to adhere to ethical norms. Many educational organizations that value their name now have codes of ethics and guidelines. It helps employees and managers to act and make decisions based on the analysis of ethical standards. Today, the manager in his daily work systematically deals not only with compliance with laws governing educational activities, but also with compliance with ethical requirements that increase the level of responsibility to the environment and society, which is especially important for medical institutions of higher education.

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