scholarly journals PROFESSIONAL TRAINING OF FUTURE SPECIALISTS IN PHYSICAL THERAPY AND ERGOTHERAPY AT HIGHER EDUCATION INSTITUTIONS OF UKRAINE

2021 ◽  
pp. 102-109
Author(s):  
NATALYA CHEPURNA
Keyword(s):  
Higher Education ◽  
Physical Therapy ◽  
Occupational Therapy ◽  
Professional Training ◽  
Multidisciplinary Approach ◽  
Electronic Database ◽  
Training Analysis ◽  
Education Environment ◽  
Rehabilitation System ◽  
Individual Program

Reformation of Ukrainian rehabilitation system is changing approaches gradually to providing aid for the patients of different age at all stages (in-patient, sanatorium, dispensery). Rehabilitation examination of a patient, establishment of rehabilitation goals, conduction of rehabilitation manipulations, further correction of rehabilitation individual program require different multidisciplinary collaboration of different professions in many branches of life to achieve physical, psychological, emotional and social wellness. The article presents the analysis of the current curricula for professional training of students in specialty 227 «Physical and Occupational Therapy» at bachelor and master's levels in Ukrainian universities. The approaches of branches in professional training analysis were analyzed using the data from the Unitary State Electronic Database on Education and universities’ websites. Here, the main focus is on the professional components of the universities’ curricula at bachelor and master's levels. Formation of multidisciplinary approach in professional training of specialists in physical rehabilitation in Ukraine requires from universities maximum autonomy in mentioned specialty according to the standards and recommendations for providing quality in European higher education environment. The possibility of combining the acquired theoretical knowledge of the cycle of rofessional training disciplines in the field of "Physical Therapy and Occupational Therapy" in universities of Ukraine with practice directly on clinical bases provides a comprehensive and step-by-step approach to each patient in future specialists.

scholarly journals Instruments for Monitoring the Quality of Higher Education: Structural Validation of the Ukrainian Version of the ETLQ Questionnaire

2021 ◽  
Vol 6 (2) ◽  
pp. 196-203
Author(s):  
Iu. O. Pavlova ◽  
◽  
K. A. Tymruk-Skoropad ◽  
L. M. Tsizh
Keyword(s):  
Higher Education ◽  
Physical Therapy ◽  
Occupational Therapy ◽  
Teaching And Learning ◽  
Educational Process ◽  
Physical Culture ◽  
Academic Environment ◽  
Confirmatory Factor Analyses ◽  
Quality Of Higher Education

The problem of ensuring the quality of higher education and the formation of a culture of quality causes a significant interest. That determines the practice of collecting, analyzing, and taking into account information about the academic environment, requires identifying and constantly monitoring of factors that affect the effectiveness of curricula, and determines student success. To better monitor the effectiveness of the proposed approaches, keep up with emerging challenges, and adjust decisions, it is necessary to develop special tools to study participants’ opinions of the educational process. Such tools should have sufficient validity and meet current trends and approaches. The purpose of the study was to check the internal structure and validate the Ukrainian version of the content part “Experiences of teaching and learning” of the ETLQ tool. Materials and methods. The study involved students (n = 632, 59.81 % were women; age (M±SE) – 21.5±0.2 years old) of Ivan Boberskyj Lviv State University of Physical Culture, who studied in the specialty 227 “Physical therapy, occupational therapy”. Data collection was conducted during the 2019/2020 and 2020/2021 academic years upon completing mandatory special subjects. The convergent, discriminant, and criterion validity of the “Experiences of teaching and learning” part of the ETLQ tool were evaluated. Exploratory and confirmatory factor analyses were used in the research; α-Cronbach values, composite reliability coefficient, and average extracted variance were calculated. Results and discussion. Based on the results of the work, a modified version of the questionnaire was proposed, which contained 29 questions and had a sufficient level of validity. The final model consisted of four factors, which explained 51.353% of the total variance (the first factor – 39.339 %, the second – 5.224 %, the third – 4.281 %, the fourth – 2.509 %). The model was characterized by satisfactory indices: χ² / df (920/344) = 2.67, CFI = 0.923, TLI = 0.935, RMSEA = 0.055, SRMR = 0.058. Based on the validation results, a modified Ukrainian version of the questionnaire “Experiences of teaching and learning” was proposed, which is one of the content parts of the ETLQ tool. It consists of separate scales “Organization and structure,” “Teaching, learning, assessments and other set work”, “Teachers’ enthusiasm and responsiveness to students”, “Climate and support from peers”. The proposed questionnaire has sufficient validity to assess the quality of the academic environment, the effectiveness of specialists’ educational process in physical therapy, occupational therapy, and physical culture and sports

scholarly journals ORGANIZATIONAL SUPPORT FOR THE PROFESSIONAL TRAINING OF BARCHELORS IN AGRICULTURAL ENGINEERING IN THE INFORMATIONAL AND EDUCATIONAL ENVIRONMENT

2020 ◽  
Vol 1 (37) ◽  
pp. 137
Author(s):  
N. Dotsenko
Keyword(s):  
Higher Education ◽  
Organizational Support ◽  
Professional Training ◽  
Educational Environment ◽  
Educational Process ◽  
Self Control ◽  
Agricultural Engineering ◽  
Education Environment ◽  
Independent Work

The article presents the organizational support for the professional training of bachelors in agricultural engineering in the conditions of information and educational environment: regulatory support for filling the information and education environment and preventing plagiarism, regulatory support for conducting online and offline classes, and regulatory support for independent work, self-control, and monitoring. Regulatory provision for filling the educational environment and preventing plagiarism includes provisions for the Cloud 365 information and education environment and provisions for the prevention of academic plagiarism while learning in the educational environment. Regulatory support for online and offline training includes online training and interactive computer training to provide a competent approach to the training of higher education applicants. Regulatory support for independent work, self-control and monitoring includes provisions on monitoring the quality of the educational process, provisions on the quality of the educational and provisions on the organization of independent work of higher education students in the context of information and education. educational environment.Key words: organizational support, vocational training, bachelors in agricultural engineering, information and educational environment.

scholarly journals EVALUATING THE QUALITY OF TEACHING AND EDUCATION IN STUDENTS OF SPECIALTY PHYSICAL THERAPY, OCCUPATIONAL THERAPY: ADAPTATION OF THE UKRAINIAN VERSION OF THE QUESTIONNAIRE K. ETLQ

2021 ◽  
pp. 170-179
Author(s):  
К. А. Tymruk- Skoropad ◽  
L. М. Tsizh ◽  
Iu. A. Pavlova
Keyword(s):  
Higher Education ◽  
Physical Therapy ◽  
Occupational Therapy ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Cross Cultural ◽  
Educational Process ◽  
Training Course ◽  
Training Courses

The quality of education as an indicator of the development of society is characterized by various aspects and should be considered in the time dynamics. It is important to provide an opportunity to analyze and evaluate the quality of a significant component of the educational process as a training course. In order to improve the quality of educational activities in higher education institutions of Ukraine, tools for assessing the quality assurance system of higher education are being actively developed today. Objective: linguistic and cross-cultural adaptation of the tool "Questionnaire on the experience of teaching and learning" Experiences of Teaching and Learning Questionnaire in Ukrainian. Materials and methods. The study involved 632 students aged 2-6 years majoring in 227 - physical therapy, occupational therapy Lviv State University of Physical Culture named after Ivan Boberskyj in order to assess the disciplines of the curriculum. Data collection was conducted during the 2019/2020 and 2020/2021 academic years. Respondents rated 17 training courses.   Results. "Questionnaire on teaching and learning experience" - a tool that allows you to take into account and predict the impact of various factors on student learning outcomes of different specializations and levels of education, professional experience, motivation, etc., it is also suitable for use in different cultural environments. The survey was conducted on the following content blocks: "Approaches to teaching and learning", "Teaching and learning experience", "Training course requirements" and "What did you learn in this training course". Additional requirements of the course that students wanted to assess in the content block 3 are related to the organization of training, the structure and content of the course and the interaction between teacher and student. According to content block 4, from 41.46% to 55.85% of students indicated that they additionally received "quite a lot" of achievements related to the course and related to the activities of the student. Final rating scale for how well students managed to pass the course showed that 70% or more of the answers were high marks for passing the course (7, 8 and 9 points) were noted by senior students, in contrast to 2nd year students who rated themselves lower. Based on the results of studying the results of the questionnaire, taking into account the comments of respondents and the recommendations of the editor, the final adapted Ukrainian version of the Questionnaire on teaching and learning experience (ETLQ) was formed. Discussion of results. Researchers emphasize that students rely on knowledge, understanding and previous learning experience when studying any discipline. Reforming and improving the educational programs of the first and second educational levels of the specialty 227 physical therapy, occupational therapy in accordance with the new needs of the health care sector, approved educational standards and world standards continues. Conclusions. Linguistic and cross-cultural validation of the Teaching and Learning Experience Questionnaire (ETLQ) proved that the questionnaire is understandable and acceptable for the development and content of training courses, adjusting the approaches used by the teacher. The questionnaire allows the student to comprehend the efforts spent by him during training for high-quality training courses and increase the effectiveness of training.

scholarly journals A modern view on the study of medical genetics for the professional competence of masters of physical therapy, occupational therapy

2021 ◽  
pp. 87-90
Author(s):  
E.V. Omelchuk
Keyword(s):  
Higher Education ◽  
Physical Therapy ◽  
Occupational Therapy ◽  
Professional Competence ◽  
Physical Therapists ◽  
Medical Genetics ◽  
Practical Training ◽  
Master's Level ◽  
Human Pathology ◽  
Educational Component

The experience of foreign scientists on the need to master knowledge of medical genetics for the professional competence of physical therapists is considered. The features of teaching the selective educational component "Medical genetics" for applicants for the second (master's) level of higher education in the field of knowledge 22 "Health" specialty 227 "Physical therapy, occupational therapy" are presented. Today, it is relevant to improve the quality of professional training of future specialists in physiotherapy, occupational therapy, in accordance with world and European standards in order to enhance the competitiveness of domestic education, optimize conditions for international student mobility and expand the capabilities of Ukrainian specialists in the domestic and international labor markets. According to the position of modern medicine, any human pathology is often associated with heredity. Since heredity and variability are integral parts of life, medical genetics should be included in the theoretical and practical training of specialists in physiotherapy and occupational therapy. The need for genetic knowledge for specialists in physiotherapy, occupational therapy is also determined by the constant increase in the proportion of hereditary pathology in the structure of morbidity, mortality and disability of the population. We believe that physical therapists need to be prepared for new developments in healthcare, including personalized rehabilitation. The physical therapist profession must embrace medical genetics in order to fulfill its operational role and help shape the future of personalized healthcare delivery. Competence in medical genetics provides additional opportunities for working with peers to integrate such information into a healthcare perspective. By developing and demonstrating this competence, physical therapists continue to enjoy a position of respect among the general health community. We consider it important to include in the training program for applicants for the second (master's) level of higher education the area of knowledge 22 "Health", specialty 227 "Physical therapy, occupational therapy" of an educational component such as "Medical genetics". In this way, the physical therapy profession can collaborate with other medical professions to further strengthen and define its role in patient-centered health care.

scholarly journals RESULTS OF THE EXPERIMENT ON FORMATION OF READINESS OF FUTURE BACHELORS OF PHYSICAL THERAPY, OCCUPATIONAL THERAPY FOR PHYSICAL REHABILITATION OF PRESCHOOL CHILDREN

2020 ◽  
pp. 187-192
Author(s):  
Liudmyla DEMCHENKO ◽  
Keyword(s):  
Preschool Children ◽  
Physical Therapy ◽  
Occupational Therapy ◽  
Statistical Methods ◽  
Professional Training ◽  
Physical Rehabilitation ◽  
Theoretical Research ◽  
Innovation Activity ◽  
Proposed Model ◽  
The Future

Introduction. Theoretical research allowed to determine that the solution to the problem of forming the readiness of future specialists in physical therapy and occupational therapy for physical rehabilitation of preschool children should be based on innovation, activity, connection with future professional activities, creativity of specialist training. Therefore, it was expedient to create and introduce an author's model of forming the readiness of future specialists in physical therapy and occupational therapy for physical rehabilitation of preschool children. The purpose of the article. To present a quantitative and qualitative analysis of the state of training of future specialists in physical therapy and occupational therapy for physical rehabilitation of preschool children after the experimental implementation of the model of formation of such readiness. Methods. Theoretical methods: systematic analysis of scientific, psychological and pedagogical, methodological literature; generalization and systematization of theoreti cal information on professional training, statistical methods (Student's methods). Results. Based on the results of statistical analysis, the effectiveness of the proposed model of forming the readiness of future specialists in physical therapy and occupational therapy for physical rehabilitation of preschool children at the level of 0.05 for each of the indicators: positive dynamics of the levels of readiness of future specialists in physical therapy and occupational therapy of preschool children in EG is statistically higher and is characterized by the need for self-development of future bachelors in physical therapy, occupational therapy for physical rehabilitation of preschool children, mastering the system of knowledge and skills to apply rehabilitation practices in physical rehabilitation of preschool children, the need for continuous professional development. Implementation of the model of formation of readiness of the future specialist in physical therapy and occupational therapy for physical rehabilitation of preschool children has the greatest impact on the development of personal and activity components, which is confirmed by the dynamics of relevant indicators. Originality. Modern conditions of professional training of future specialists in physical therapy and occupational therapy for physical rehabilitation of preschool children determine the structure, content, principles and features of this process, based on which we have defined a set of criteria for describing and determining the levels of professional readiness of future specialists occupational therapy for physical rehabilitation of preschool children. Therefore, we have identified theoretical, praxeological and individual-psychological criteria for the formation of professional readiness of the future specialist in physical therapy and occupational therapy for physical rehabilitation of preschool children. Based on the criteria that characterize the professional readiness of future specialists in physical therapy and occupational therapy for physical rehabilitation of preschool children, we can conclude about the level of development of this characteristic in the training process. Conclusions. The pedagogical experiment showed the effectiveness of the proposed model of forming the readiness of the future specialist in physical therapy and occupational therapy for physical rehabilitation of preschool children, which is confirmed by statistical methods (Student's methods) at a significance level of 0.05

scholarly journals Psychological and pedagogical aspects of personnel training in higher inclusive education

2020 ◽  
Vol 175 ◽  
pp. 15030
Author(s):  
Marina Skuratovskaya
Keyword(s):  
Higher Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Professional Training ◽  
Social Adaptation ◽  
Component Structure ◽  
Persons With Disabilities ◽  
Education Environment ◽  
Definition Of ◽  
The University

The article deals with the issue of professional training of students with disabilities in higher inclusive education. Statistical data showing the existing difficulties of obtaining higher education for disabled people are presented. The results of research on the material and technical, organizational, psychological and pedagogical conditions of accessibility of higher education for persons with disabilities are considered. The article analyzes the current pedagogical, socio-psychological and other barriers to training in higher inclusive education. The role of socio-psychological factors in the social adaptation of a disabled student in the educational space of the University is determined. Special attention is paid to psychological and pedagogical aspects of training in terms of inclusive higher education: designing integrated programmes of support for disabled students, the creation of the University rehabilitation-education environment, the definition of criteria for evaluation of universities on inclusive higher education. The article attaches great importance to the formation of an inclusive culture of an educational organization. Approaches to understanding inclusive culture presented in Russian and foreign studies are considered, and its component structure isdescribed.

scholarly journals Training of Occupational Therapists in Ukraine: Competencies and Criteria for their Evaluation (Experience of the French School)

2020 ◽  
Vol 5 (5) ◽  
pp. 285-292
Author(s):  
M. A. Mazepa ◽  
◽  
O. I. Tyravska ◽  
N. O. Ivasyk ◽  
O. A. Bas
Keyword(s):  
Physical Therapy ◽  
Occupational Therapy ◽  
Professional Education ◽  
Professional Training ◽  
Professional Competence ◽  
Occupational Therapists ◽  
Occupational Therapist ◽  
Educational Process ◽  
Professional Competencies ◽  
French School

Competence approach in the training of future occupational therapists makes it possible to determine the degree of readiness of students for purposeful professional activity. Assessment of the acquisition of competencies by university students remains a serious problem that requires discussion after the application of various assessment methods in the educational process. The purpose coverage of the component of professional competencies and criteria for their evaluation in the teaching of occupational therapy based on the French experience. Material and methods. In this paper we studied professional competencies of a French occupational therapist to obtain a state diploma "Occupational Therapist". We used the following methods: analysis, generalization and systematization of information of scientific and methodical literature. Results and discussion. Training in occupational therapy is carried out at the departments of physical therapy in the specialty 227 – "Physical Therapy, Occupational Therapy", which provides two specializations: 227.1 – "Physical Therapy" and 227.2 – "Occupational Therapy". Thus, the component of professional competence is a structural component of the educational program for the training of competent professionals who are able to use the acquired knowledge, skills and abilities in practice. In 2019, the Commission of Specialists at the Ministry of Education and Science of Ukraine developed a draft educational and professional training program for occupational therapists. In this project, professional competencies are divided into 5 professional competencies of the specialty and 14 professional competencies of the specialization. In order to receive a state diploma in occupational therapy, the Decree of the Ministry of Social Affairs and Health of France prescribes ten professional competencies that must be mastered by a future specialist. At the same time, this document contains criteria for assessing the student's acquisition of these competencies. This Decree contains the following criteria for assessing professional competencies: “What allows us to say that the skill has been mastered? What exactly do we want to check? What visible signs of a student's acquisition of competence can be observed? What are the signs of good results?” Conclusion. Professional competencies and criteria for their evaluation, which form the basis of training occupational therapists in France, can be considered a complex multidimensional education, which was formed in the process of acquiring professional education and is a powerful motivating factor for training competitive professionals, which direct the perception of goals, values, content, results and features of this activity. This experience of the French school can be useful for the preparation of educational and professional, syllabus and work programs in occupational therapy

Developing the culture of students’ intellectual activity based on cognitive ergonomics principles

Ergodesign ◽  
2021 ◽  
Vol 2021 (4) ◽  
pp. 272-282
Author(s):  
Natal'ya Krylova
Keyword(s):  
Higher Education ◽  
Professional Training ◽  
Training Process ◽  
Intellectual Activity ◽  
Cognitive Ergonomics ◽  
Education Environment ◽  
Modern Information ◽  
Joint Cognitive System ◽  
Educational Information

The versatility of the concept and the need to develop the culture of students’ intellectual activity as a way of adapting in the modern information space are shown. The article considers the features of designing a joint cognitive system “The teacher – educational information – the student” as a condition for developing the culture of a future specialist’s intellectual activity and improving the quality of mastering educational information in the professional training process. The results of studying the factors reducing the quality of a student’s intellectual and educational activities within higher education environment are analyzed and discussed. Findings and recommendations are made to direct psychological and pedagogical correction in the system of higher education for further research.

scholarly journals Specification of Educational and Professional Program "Physical Rehabilitation" in the training of higher education applicants at the first (bachelor's) level in the specialty 017 Physical Culture and Sport at Lviv State University of Physical Culture nam

2020 ◽  
Vol 5 (5) ◽  
pp. 419-425
Author(s):  
E. N. Prystupa ◽  
◽  
F. V. Muzyka ◽  
Yu. A. Briskin ◽  
V. R. Budzyn ◽  
...  
Keyword(s):  
Higher Education ◽  
Secondary Education ◽  
Physical Therapy ◽  
Occupational Therapy ◽  
Sports Medicine ◽  
Physical Rehabilitation ◽  
Medical Rehabilitation ◽  
Physical Culture ◽  
State University ◽  
Educational Professional

Reforming of the higher education system in Ukraine, improving the regulatory framework, the introduction of a new list of competence areas and specialties aimed to training of future specialists, led to the creation of specialty 227 "Physical Therapy, Occupational Therapy". However, the standard of higher education at the first (bachelors) level in the specialty 227 "Physical Therapy, Occupational Therapy" does not take into account the specifics of activities in the field of physical culture and sports. In turn, a fragment of the theoretical content of the subject area of specialty 017 "Physical Culture and Sports" is the basics of sports medicine, and the standard of higher education at the first (bachelor's) level in this specialty provides for the formation of competence in an individual’s emergency care and body’s pathological processes. The purpose of the study was to create the specification of structure and content of the educational and professional program "Physical Rehabilitation" at the first (bachelor's) level in the specialty 017 Physical Culture and Sport at Lviv State University of Physical Culture named after Ivan Boberskyi. Material and methods. The following research methods, system approach, methods of analysis and synthesis, documentary method, methods of scientific induction and deduction were used in the work. Results and discussion. It is shown that the educational-professional program of the first (bachelor's) level of higher education in the specialty 017 "Physical Culture and Sport" (physical rehabilitation) is aimed at the formation of professional competencies that integrate knowledge of medical rehabilitation and sports. It is established that the educational and professional program of the first (bachelor's) level of higher education in the specialty 017 "Physical Culture and Sport" (physical rehabilitation) at Lviv State University of Physical Culture named after Ivan Boberskyi with the standard 4-year term of bachelor's degree, is on the basis of complete general secondary education with 11-year study term has 240 ECTS credits and on the basis of complete general secondary education with a 12 years term of study – 180-240 ECTS credits, in accordance with the standard of higher education in Ukraine. Conclusion. Taking into account the above-mentioned peculiarities, we offered the nomenclature of special (professional, subject) competencies of the bachelor according to the educational-professional program "Physical rehabilitation" of the specialty 017 "Physical culture and sport"

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