Nowadays the development of a modern information society, the intensity of accumulating the latest professional information and systematic obsolescence of professional knowledge necessitate a constant and continuous learning of a 21st-century specialist. The transition to lifelong learning, when basic education is periodically subjected to additions and adjustments that requires graduates of higher education institutions to master professional knowledge, as well as to form social and professional mobility, is now recognized by the analysts as a solution of this problem. According to researchers, social and professional mobility of health specialists consists in their ability to overcome stereotypes, assimilate new technologies and solve professional problems in accordance with modern socio-cultural and economic conditions. In Ukraine, the development of social and professional mobility of future health specialists is directly related to the implementation of the system of continuous professional development of health professionals. The introduction of the problem-solving techniques during postgraduate study enhances the professional training of doctors, that, in its turn, will allow them to effectively use knowledge gained in daily practice. Interactive methods such as case method, role playing games, management games, brainstorming, disputes, discussions, critical incident techniques, project-based learning, competitive learning, small-group learning with elements of management game or carousel strategy, method of interdisciplinary conference with elements of discussion are considered as an effective tool for problem-based learning within health professional education. Thus, the contribution of postgraduate education to the provision of continuous professional development of health professionals creates optimal conditions for the formation of social and professional mobility of health specialists.
Reflection as part of continuous professional development for public health professionals: a literature review
