scholarly journals METHODS OF FORMING THE LEGAL COMPETENCE OF FUTURE DOCTORS IN THE PROCESS OF TEACHING MEDICAL LAW

2020 ◽  
pp. 68-79
Author(s):  
Iryna Khmil
Keyword(s):  
Case Analysis ◽  
Role Playing ◽  
Telecommunication Networks ◽  
Professional Activity ◽  
Legal Knowledge ◽  
Medical Law ◽  
Knowledge And Skills ◽  
Project Method ◽  
Legal Case ◽  
Legal Competence

Based on the analysis of scientific sources, the definition of the concept of “legal competence of future physicians in medical law”as an integral formation of personality, which is manifested in its ability and willingness to extrapolate acquired legal knowledge and skills to solve practical professional problems of legal nature. significant personal qualities such as responsibility, sociability, empathy, tolerance. Realization of the purpose and tasks of a technique of formation of legal competence of future doctors in medical law was carried out in stages. There are three main stages: wholemotivational, procedural-activity, control-evaluation. In accordance with each stage, we have determined the purpose, content, forms, methods, means of forming the legal competence of future doctors in the process of teaching medical law. At the goal-motivational stage, future doctors formed ideas about their own level of development of legal knowledge and skills, motivated them to realize the importance of legal competence in medical law for their future professional activity. The tools for the implementation of the goalmotivational stage are defined: the creation of personal portfolios, interactive lectures, webinars, workshops, meetings with leading doctors, lawyers, the method of projects, etc.). At the procedural and activity stage, the following goals were realized: development of legal skills in future doctors; ability to apply the results of legal activities in specific practical situations. The main tools of implementation were: problem lectures, lectures-press conferences, lectures-discussions, lectures with previously planned mistakes, seminars, workshops, webinars, legal case analysis, case method, project method, use of telecommunication networks, webquests, role-playing, situational games, etc. The control and evaluation stage led to the use of effective forms and methods of analysis and evaluation of the levels of legal competence of future doctors in medical law and was implemented in the course of lectures with previously planned mistakes, seminars, webinars, legal case analysis, project method, consultations, research students, performing exercises of legal content, situational games, etc.

System of records management in the ystem of records management in the professional activity of heads of nursing rofessional activity of heads of nursing services ervices

2020 ◽  
pp. 35-38
Author(s):  
S. Arkhipova
Keyword(s):  
Professional Activity ◽  
Records Management ◽  
Knowledge And Skills ◽  
Professional Activities ◽  
Nursing Services ◽  
Level Of Knowledge

The purpose of the study was to determine the level of knowledge and skills in the processing of documents accompanying the professional activities of heads of nursing services.

The application of educational teaching methods in educational organizations of the Ministry of Internal Affairs of Russia

2020 ◽  
Vol 2020 (3) ◽  
pp. 202-209
Author(s):  
Gennadiy Marchenko ◽  
Irina Soshnikova
Keyword(s):  
Role Playing ◽  
Professional Activity ◽  
Educational Organizations ◽  
Group Discussions ◽  
Educational Methods ◽  
Professional Activities ◽  
The People ◽  
Internal Affairs ◽  
Main Components ◽  
Clear Idea

The article reveals the content of modern training technologies for internal affairs bodies; approaches are presented to training and education of cadets and students of educational organizations of the system of the Ministry of Internal Affairs of Russia and educational methods the foundation of which is formed value content of professional activities: patriotism and citizenship, service to the Fatherland and interests of the people, loyalty to the law and official duty. The authors propose specific methods (case methods, group discussions, role-playing and business games) for use during seminars and practical classes in the discipline «Professional ethics and official etiquette». These methods are active and interactive, and their content is based on the appeal to literary and cinematic works on the activities of law enforcement officers on various stages of national history. The article is of methodological interest for scientific and academicians of educational organizations of the system of the Ministry of Internal Affairs of Russia, teaching humanities. The authors come to the conclusion that the use of educational methods of teaching in the classroom gives cadets and listeners a clear idea of the main components of professional activity and official duty, morality and law, strengthens the understanding of the continuity of the glorious traditions of previous generations of employees of the internal affairs bodies, allows creating the Ministry of Internal Affairs in educational organizations Russia a favorable upbringing environment and qualitatively raise the level of practical readiness of graduates for professional activities.

Legal Case Analysis in UNILEX and Legal Standards for the Responsibility of Contracting Parties under PICC

2021 ◽  
Vol 17 (1) ◽  
pp. 305-322
Author(s):  
Young-Sub Kim ◽  
Chong-Seok Shim ◽  
Hwe-Young Yu
Keyword(s):  
Case Analysis ◽  
Legal Standards ◽  
Legal Case

SOME ASPECTS OF MODELING THE COMMUNICATIVE CONSTITUENT OF COMPETENCE OF AN ENGINEER

2020 ◽  
Vol 11 (4) ◽  
pp. 18-22
Author(s):  
Rudnytska N. А. ◽  
Keyword(s):  
Mechanical Engineer ◽  
Professional Knowledge ◽  
Business Communication ◽  
Effective Communication ◽  
Professional Activity ◽  
Standard Language ◽  
Communicative Skills ◽  
Knowledge And Skills ◽  
Professional Activities ◽  
Ethical Basis

The article explores the basic professional communicative knowledge, skills that mechanical engineers must have; in this article we give their definitions in the process of fulfilling professional duties, give a description of the profession mechanical engineer considering business communication. The article defines a professional program as information about a complex of general and special professional knowledge and skills necessary for a specialist to ensure effective communication as a component of his professional activity. In the article we define the following basic criteria for the professional ability of a mechanical engineer: mastery of a sufficient supply of communicative skills and experience, knowledge of the basics of a communicative culture that facilitate communication and help to establish proper relationships for the sake of high one's achievements in a specific professional field.in their future professional activities, mechanical engineers must demonstrate the ability to negotiate, reach out to the audience, build relationships with colleagues on an ethical basis, resort to non-standard language forms, ensure cooperation in the group, as well as ability to avoid conflicts and respond promptly to the interlocutor’s comments in professional communicative situations, anticipate the development of the conversation and the interlocutor’s reaction, create and maintain a friendly communicative atmosphere for success in cooperation.

scholarly journals ¿Cómo entrenar una habilidad compleja en cirugía?: Evaluación cualitativa de una estrategia basada en simulación

2021 ◽  
Vol 113 (1) ◽  
pp. 101-110
Author(s):  
Juan I. Cobián ◽  
◽  
Federico Ferrero ◽  
Martín P. Alonso ◽  
Alberto M. Fontana
Keyword(s):  
Work Teams ◽  
Technical Skills ◽  
Role Playing ◽  
Professional Activity ◽  
High Fidelity Simulation ◽  
Future Studies ◽  
Raising Awareness ◽  
Simulation Based ◽  
Overall Performance ◽  
The Impact

Background: Learning complex tasks in surgical requires the coordination and integration of technical and non-technical skills have an impact on the performance of work teams. Objective: The aim of this study is to report the results of a simulation-based educational strategy for training in complex surgical skills considering the participants’ perceptions. Material and methods: In 2019, 10 healthcare professionals participated in a 20-hour course divided in 6 hours of online training and 14 hours of onsite training. The strategy designed included the integration of case resolution activities, role-playing, practice with synthetic and virtual simulators and high-fidelity simulation. At the end of the course, a questionnaire was administered to explore participants’ perceptions on what they had learned and on their attitude changes. Results: Fifty percent of the participants perceived their skills and knowledge improved at the end of the course compared with their perception at the beginning of the course while 80% perceived the impact of the course on their professional activity was good or excellent. All the participants agreed with the need for improving non-technical skills. The experience was rated as positive or very positive by all participants, who were eager to repeat it. Conclusion: The participants’ perceptions of this educational program demonstrates that this method is highly accepted. Raising awareness of non-technical skills during the reflection stage suggests the need for changes in attitude and in self-perception of efficacy. We believe that simulation-based training offers the possibility of improving the overall performance of the surgical team. Future studies should focus on this goal.

Using Case Technology and Project Method in the Process of Studying Professionally Oriented Disciplines

2021 ◽  
pp. 67-77
Author(s):  
Madina T. Bekoeva
Keyword(s):  
Educational Process ◽  
Practical Significance ◽  
Professional Activity ◽  
Practical Implementation ◽  
Case Method ◽  
University Teachers ◽  
Professional Activities ◽  
Project Method ◽  
Latent Potential ◽  
The University

The article presents a lapidary analysis of possibilities of using the case method and the project method in the formation of professional thinking of students studying philology and journalism. We also consider the possibilities of using case technology and project method in the process of studying professionally oriented disciplines. The practical significance of the work comes down to disclosing the effectiveness of the case method and the method of projects in the process of forming professional skills. The relevance of this article is determined by modern realities of educational process at the university. The case method and the method of projects make it possible to increase the motivational component of learning and contribute to the development of teachers’ progressive thinking and students’ creative potential, both of which are necessary for professional activities. In this article we also made an attempt at revealing the essence of these methods in the educational process at bachelor’s level. They turned out to be the main methods for the formation of students’ universal and professional competencies. The project method and case method act as an integral factor in the gamification of educational process contributing to the formation of skills of expedient action, activation of thinking, instilling the skills of independent search for solutions in standard and non-standard situations that may come up in the course of professional activity. Students actively and productively master the necessary competencies while revealing their latent potential. The case method and the project method demonstrate great efficiency in improving the quality of personnel training; the specific types of their practical implementation are developed jointly during classes by university teachers and employers’ representatives. The purpose of the article is to determine the methodological potential of the case method and the method of projects in the formation of professional thinking of future philologists and journalists and to consider the possibilities of using case technology and the project method in the process of studying professionally oriented disciplines. The project method is a relevant and effective technology that significantly increases the level of mastery of educational material, the internal motivation of students and their independence. The case method initiates the development of professional thinking, independence, unconventional thinking and creativity. When faced with a formulated problem, students concentrate on finding a solution to the problem and the teacher’s skillful interpretation of the problem directs students to search for non-standard ways. Everything mentioned above leads to the development of integrative thinking and significantly expands students’ capabilities. The practice of working with the case method and the project method in the classroom confirms their effectiveness in the professional development of university students, expanding their professional horizons and the formation of professional thinking.

Structure and functions of forming legal competence in the educational process of professional training

2020 ◽  
Vol 3 (117) ◽  
pp. 187-196
Author(s):  
T. Musalimov ◽  
◽  
B. Bermukhambetova ◽  
R. Praliyeva ◽  
◽  
...  
Keyword(s):  
Professional Training ◽  
Legal Framework ◽  
Educational Process ◽  
Theoretical Research ◽  
Professional Activity ◽  
Structural Components ◽  
Integrative Education ◽  
Legal Competence ◽  
Pedagogical Literature ◽  
Structure And Functions

This paper discusses aspects related to the formation of professional and legal competence in the process of scientific and educational process of training bachelors of engineering and technical profile. A modern professional should be not only qualified literate, but also socially competent, and also often legally literate, be able to coordinate, manage and obey himself, resolve conflicts and be able to make decisions within the existing legal framework, etc. For this, it is advisable for a future bachelor know legislative and other regulatory legal acts, be able to use them productively in practical professional work. Purpose of the study: to determine the essence and properties of the structural components of the formation of legal competence of bachelors in the process of vocational training. When solving particular problems of theoretical research, methods were comprehensively used such as analysis of methodological, philosophical, sociological, psychological, pedagogical literature on the problem of research, study of legislative and regulatory acts on higher education and the functioning of technical institutions, synthesis and generalization of information received on subject of research. The structure of legal competence, as well as objective and subjective properties of legal competence are revealed. Legal competence is presented as a complex, integrative education, consisting of a complex system of knowledge, abilities, skills and individual qualities of a future bachelor of engineering and technical specialties. Moreover, the content of legal knowledge should be adequate to the professional activity of the future bachelor, and only if this condition is met this knowledge will contribute to the improvement of his legal competence.

Ethno-cultural Competence of Teachers in Environments with Multi-ethnic Students

2015 ◽  
Vol 7 (2) ◽  
pp. 35-47 ◽  
Author(s):  
O.S. Pavlova ◽  
L.Zh. Nazranova
Keyword(s):  
Cultural Competence ◽  
Cultural Knowledge ◽  
Living Environment ◽  
Educational Institutions ◽  
Professional Activity ◽  
Knowledge And Skills ◽  
Qualitative And Quantitative ◽  
Multicultural Environment ◽  
The Social ◽  
Ethnic Students

We analyzed the content and direction of professional work of teachers in ethnic and cultural education of children, and the need for ethno-cultural knowledge and skills of teachers in a modern, multicultural educational environment of Moscow and Nalchik. We studied ethno-cultural competence of teachers engaged in teaching activities in educational institutions in Moscow and Nalchik. The hypothesis of our work is that in the ethno-cultural competence of teachers in Moscow and Nalchik, there are qualitative and quantitative differences due to the specifics of the social context, in particular the characteristics of the multicultural environment of educational institutions and the living environment, availability of skills, knowledge and abilities in intercultural educators themselves. Our study involved 174 employees of educational institutions. Of these, 125 were teachers in Moscow and the Moscow region and 49 were teachers in Nalchik. We revealed a lack of knowledge and skills necessary for professional activity and communication with other cultures children and their parents in Moscow teachers.

Discovery Learning in Management Education: Design and Case Analysis

2017 ◽  
Vol 42 (3) ◽  
pp. 347-374 ◽  
Author(s):  
Daniel Druckman ◽  
Noam Ebner
Keyword(s):  
Theory Development ◽  
Case Analysis ◽  
Role Playing ◽  
Discovery Learning ◽  
Case Based Reasoning ◽  
Guided Discovery ◽  
Concept Understanding ◽  
Education Design ◽  
Management Students ◽  
Better Than

Two approaches to the process of guided discovery learning are compared for their impacts on concept understanding. One, referred to as design, emphasizes invention and draws on the simulation literature. The other, referred to as case analysis, focuses on discovery and draws on the case-based reasoning literature. Following a lecture on four cognitive-bias concepts, management students were assigned randomly to a design, case analysis, or lecture-only condition: A first experiment compared a design with a lecture-only condition and a second experiment compared case analysis with a lecture-only condition. Both design and case analysis students understood the concepts better than lecture-only students. Designers in the first experiment retained their understanding of the concepts better than the case analysts in the second experiment. The impacts on learning for design were similar to those obtained in earlier research where design was compared with role-playing and a classroom lecture. Implications of the findings for theory development and practice are discussed.

scholarly journals NECESSARY AND SUFFICIENT LEGAL KNOWLEDGE OF A FUTURE HISTORY AND LEGAL TEACHER

2020 ◽  
pp. 67-74
Author(s):  
Дар’я Коваль
Keyword(s):  
Legal Status ◽  
Professional Activity ◽  
Legal Knowledge ◽  
Correct Judgment ◽  
Legal Information ◽  
Personal Action ◽  
The Law ◽  
Legal Concepts ◽  
The Right ◽  
Necessary And Sufficient

The article defines the category of “knowledge of the law”, reveals their components ‒ the level, scope and content of legal information. The relation between the concepts of “information” and “knowledge” has been established. Necessary and sufficient legal knowledge for the future teacher of history and jurisprudence have been identified, which includes: a system of historical, legal and psychological-pedagogical knowledge necessary and sufficient for professional activity, their breadth, volume, depth; mastering the process of acquiring this knowledge with subsequent use of it in educational and legal activities; focus on studying the law, legal literature, solving legal situations and considering social and legal problems, seeking information on changes in the social and legal life of society and the state, studying historical and legal disciplines, the legal status of a person, free operation of elementary legal concepts, awareness of the need for legal knowledge, knowledge of human and child rights in future professional activity and their proper application in defending their views, positions. The levels of legal knowledge sufficiency are set: high, medium, low, according to the characteristics: breadth of legal knowledge, their volume, depth. The high level includes students whose breadth, volume, depth of legal knowledge make it possible to always find the right legal criterion for personal action, on the one hand, and on the other, require legitimate behaviour and correct judgment from others. For intermediate-level students, interest in legal knowledge is limited to the “required” curriculum. Students with low levels of interest in law are unstable, with many gaps in legal knowledge. In general, the level of knowledge is insufficient to understand legal relations. Students do not have the necessary skills and abilities to conduct law enforcement work with students.

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