A SET OF ACTIVITIES FOR THE FORMATION OF PROFESSIONAL COMMUNICATIVE COMPETENCY OF FOREIGN STUDENTS STUDYING AT THE MEDICAL SPECIALTIES IN HEI

The article is devoted to such an important aspect of future medical specialists’ professional activity as communication. It is a tool for diagnosing and solving morphological-anatomical, psychological, therapeutic, field-specific tasks, when the specialist uses terminological and professional communication (doctor’s communication with a patient and his/her family, medical staff). The essence of the concept «exercise» is considered. The focus is on the methodological effectiveness of the developed set of activities aimed at the formation of professional communicative competency of foreign students of medical specialties during the classes of Business Ukrainian Language in higher education institutions. The didactic material involved corresponds to the educational purpose and educational objectives. It is mentioned that each exercise has a clear structure: 1) purpose – the formation of future medical specialists’ business communication skills (providing arguments, learning techniques and rules of reasoned discourse, discussing issues in an effective and rational way, answering questions clearly, effective interaction, group decision-making, generating ideas, modeling professional activities to find the most constructive models); 2) tasks aimed at producing their own language and speech patterns; 3) guidelines and models for the task; 4) materials that imitate the subject and social contexts of professional activity, promote the development of various types of speech activity (listening, speaking, reading, writing). Doing the activities, students simulate professional communicative situations. It requires them to analyze theoretical knowledge, which is the basis for making effective decisions.

The weaknesses in the didactic material of the Ecuadorian educational system, allow the integration of design, innovation and creativity

This article establishes opportunities of design as a tool in the generation of teaching resources. The study reflects weaknesses in the training process used by teachers, many are built intuitively without the technical support of this discipline. A qualitative research, raises the analysis of the performance of the teacher in the classroom, the methodologies and teaching resources used; The comparison of bibliographic criteria, allows to establish judgments about the correspondence between the educational environment and the conceptual design, and a practical theorical analysis based on the product design methodology and supported by the synthetic analytical method, is the basis to demonstrate the viability in the construction of the didactic material. The results obtainedreflect that the design process and its implementation generate a level of interaction between student and teacher and functions as a pedagogical tool to reinforce and sustain knowledge. Keywords: Design; teaching materials; processes; opportunity. References [1]Ministerio de Educación, Constitución del Ecuador, Quito, 2015. [2]Ministerio de Educación, Instructivo para planificaciones curriculares para el sistema nacional de educación, 2017. [3]Ministerio de educación, Guía Metodológica para la implementación del currículo para educación inicial, Quito, Ecuador, 2014, p. 34. [4]Z. Esteves, N. Garcés, V. Toala and E. Poveda, «La importancia del uso del material didáctico para la construcción de aprendizajes significativos,» Innova, 2018. [5]C. Villanueva and N. Rojas, Importancia del material didáctico en el aula de educación inicial en familia comunitaria, 2013. [6]Guerrero and Idrovo, Estudio del material didáctico de la metodología de rincones lúdicos en educación inicial, Cuenca: Universidad de Cuenca, 2010. [7]M. Manrique and M. Gallego, «El material didáctico para la construcción de aprendizajes significativos,» Revista Colombiana de Ciencias Sociales, 2013. [8]P. Masaquiza, La utilidad de los materiales didácticos y su incidencia en el proceso de enseñanza aprendizaje de la asignatura de matemática en los estudiantes de cuarto año de educación general básica del centro educativo comunitario intercultural bilingue, Galápagos, 2018. [9]A. Morales, Elaboración de material didáctico, México: Red tercet milenio, Primera edición 2012. [10]Ó. J. R. C. ,. A. Barrera Pinilla, «Fundamentación en diseño para la creación de material didáctico en la educación tecnológica,» Iconofacto , pp. 45-60, 2012. [11]S. Peñafiel, Carencia de los materiales didácticos y su influencia en el desarrollo del proceso de enseñanza y aprendizaje de los niños y niñas del Centro Infantil “Fernando Daquilema”, Cuenca, 2013. [12]A. E. Frutos, P. A. Sánchez and A. G. Gualdo, «Evaluación de las fortalezas y debilidades del proceso educativo en centros de infantil, primaria y secundaria desde una perspectiva inclusiva,» Complutense de Educación, pp. 427-443, 2015. [13]D. A. Benavides Veletanga, Material didáctico como herramienta de estimulación temprana en el idioma inglés, Ambato, 2017. [14]I. González, «El recurso didáctico. Usos y recursos para el aprendizaje dentro del aula,» Escritos en la Facultad, p.106, 2015. [15]A. T. Giraldo and J. A. R. Soto, «El Juego como mediación pedagógica en la comunidad de una institución de protección, una experiencia llena de sentidos,» Revista Latinoamericana de Esetudios Educativos , pp. 105-128, 2017. [16]S. Olivares, El juego social como instrumento para el desarrollo de habilidades sociales en niños de tercer grado de primaria de la institución educativa San Juan Bautista de Catacaos-Piura, Piura, 2015. [17]E. C. M. Tulmo, Los recursos didácticos activos y su incidencia en el desarrollo de la motricidad fina de los/as niños/as de segundo grado paralelos a y b de EGB, Ambato: UTA, 2013. [18]C. C. Cabrera García, D. P. Saldaña Gómez, I. J. Fajardo Pacheco, K. Vargas Castro, L. J. López Bermeo, M. A. Jara Castro and M. Vargas Castro, Entorno educativo reflexiones y propuestas, Guayaquil: CIDE Editorial, 2020. [19]J. M. Reybet, Proceso de diseño fases para el desarrollo de productos, 2009. [20]Gutiérrez and Antuñano, Contra un diseño dependiente, México, 1992. [21]Ulrich and Eppinger, Diseño y Desarrollo de Productos, México: McGraw-Hill, 2013. [22]J. I. V. Masqui, Material didáctico en el proceso de enseñanza-aprendizaje del idioma inglés en estudiantes de octavo año de educación básica del colegio técnico Puerto Quito, periodo 2015-2015, Quito, 2015. [23]P. A. M. Muñoz, «Elaboración de Material Didáctico,» Red Tercer Milenio , 2012. [24]H. R. Vite, «Importancia de la formación de los docentes en las instituciones educativas,» Universidad Autónoma del Estado de Hidalgo, 2017. [25]V. D. Quero, «Formación docente, prátcica pedagógica y saber pedagógico,» Laurus Revista de educación , pp. 88-103, 2006. [26]A. M. M. Orozco and A. M. G. Henao, «El material didáctico para la construcción de aprendizajes significativos,» Revista Colombiana de Ciencias Sociales, pp. 101-108, 2012. [27]Hernández, Marrero, Ortega, Paz, Socorro, Suárez, Benítez, Bordón, Taboada, Taboada, Antón, Rodríguez and Hernández, «Materiales didácticos interactivos en ingeniería de fabricación,» 2015. [28]Frech, Conceptual design for engineers, Springer-Verlag Berlin Heidelberg, 1985. [29]A. Bastidas and H. R. Martínez, «Diseño social: Tendencias, enfoques y campos de acción,» Arquetipo, pp. 89-113, 2016.

Introductory Computer Science Course by Adopting Many Programming Languages

Teaching programming logic by means of a single Programming Language (PL) may lead the whole process to a particular syntax and specific libraries. In order to let every student choose their preferred PL we have developed a method that includes didactic material in many PLs by means of notebooks in Colab. We created a filter that generates Lecture Notes in different combinations of PLs from these notebooks. Moreover, each student can choose different PLs to practice with exercises and send their solutions as programming codes, which are individualized because of the parametric questions generated with MCTest+Moodle+VPL. Herewith we present our method, which is easily adaptable, validated with 5 remote classes comprising a total of 221 students, whose average pass rate was 90%.

Puzzle Based Learning in Undergraduate Studies

All undergraduate Radiography students require training in image interpretation and evaluation of x-ray images in their second year of studies as part of work integrated learning. The method of teaching pedagogy influences the student's learning process and recall ability during examinations. if the teaching process moves to a student-centred approach, students become responsible for their own learning allowing active engagement and construction of their knowledge systems. Aim/ Objectives The aim of the study is to implement and evaluate the use of puzzle-based learning in the teaching and learning process of undergraduate studies Objectives To determine the efficacy of crossword and jigsaw puzzles as a novel teaching tool for medical imaging education To increase student's interest and involvement with image interpretation topics To improve and assess recognition and recall of medical terminology To improve the understanding of innovative learning Methods The study is a cross sectional qualitative research design. Approval will be obtained from the Research and Ethics Committee of health Sciences. Online consent will be obtained from students involved, by means of Google Form submission, followed by an information session on Blackboard collaborate on the topic "Image evaluation and interpretation of radiographic imaging". Conclusion The research will prove the important collaboration of active teaching methodologies with simple, easy to use didactic material to improve student's understanding of basic concepts in their core module subject

Habits of energy drink consumption among teens in Slovenia – Focus group findings

Introduction Teachers in Slovenia have been noticing the increased consumption of energy drinks among pupils. Therefore, the purpose of this study was to investigate habits that contribute to the frequency of energy drink consumption. Method 36 teens participated in the study: elementary school pupils (6th and 8th grades), general upper secondary school pupils, and secondary technical school pupils (1st and 3rd year). In the course of the study 6 group interviews were held to help investigate young people’s habits and their reasons for energy drink purchase and consumption. Moreover, we investigated the influence of age on the consumption and knowledge about energy drink ingredients, as well as their influence on the body. Results Interview analysis showed that energy drink consumers are predominantly secondary school pupils. Their choice most frequently depends on the price, their taste, or the brand. What influences elementary school pupils’ purchasing decisions are price, packaging, and advertisements, while secondary school pupils choose their drinks according to the lack of energy and how tired they feel. The predominant factors preventing energy drink consumption are health problems among family members and friends. Secondary school pupils know more about energy drink ingredients than elementary school pupils. Conclusion On the basis of these findings, we will design a survey questionnaire for Slovenian teenagers and teachers, didactic material, and suggestions for improving educational programmes.

INNOVATIVE TEACHING METHODS AS A MEANS OF DEVELOPMENT OF GIFTED PERSONALITY (BASED ON THE EXPERIENCE OF THE ACTIVITY OF THE “UNIVERSITY OF THE GIFTED CHILD” AT VASYL STEFANYK PRECARPATHIAN NATIONAL UNIVERSITY)

The purpose of the article is to analyze the activities of the “University of the Gifted Child” at Vasyl Stefanyk Precarpathian National University on the development of gifted students through the prism of the use of innovative teaching methods. One of the key tasks of the RMC “University of the Gifted Child” is the development of academic, aesthetic, sports, practical, other types of giftedness of children and scientific and methodological support of this process; creating an appropriate methodological complex on child development, development of classes, didactic material; introduction of experimental and innovative activities, development of information models of education and development of the child, intellectual information environments for educational purposes, etc. Teachers and students build their work with children on the basis of coaching.

Desarrollo de un simulador de la corriente funny del nodo sinusal para la enseñanza-aprendizaje

Las células del nodo sinusal generan la principal actividad eléctrica marcapaso del corazón. La actividad marcapaso se debe a la presencia de la corriente funny (If). Esta corriente iónica es entrante y se activa con la hiperpolarización en rangos de voltaje presentes durante la fase de despolarización diastólica; contrario a la mayoría de las corrientes iónicas que se activan con la despolarización. El canal funny es permeable a iones Na+ y K+. Generalmente, en el curso de biofísica a nivel de licenciatura los alumnos conocen algunos canales dependientes de voltaje del tipo de Hodgkin y Huxley que se activan con la despolarización. Sin embargo, no se estudia ningún canal que se active con una hiperpolarización. En este trabajo se diseñó y desarrolló un simulador para el estudio y comprensión de la corriente funny presente en el nodo sinusal del conejo. El simulador fue programado en lenguaje Visual Basic ver. 6.0 para ambiente Windows® de XP a Windows® 10. El usuario puede realizar los experimentos con la técnica de fijación de voltaje, modificar las variables y concentraciones de Na+ y K+ externos y observar el efecto en la amplitud de If y la cinética de la curva I-V. Se recomienda su uso como material didáctico de apoyo durante los cursos de biofísica y fisiología en una sala de cómputo o a distancia en cualquier computadora personal con recursos mínimos. The sinus node cells generate the main electric pacemaker activity of the heart. The pacemaker activity is due to the presence of the current funny (If). This ionic current is incoming and is activated with hypolarization in voltage ranges present during the diastolic depolarization phase, contrary to most ionic currents that are activated by depolarization. The funny channel is permeable to Na+ and K+ ions. Generally, students enrolled in the biophysics course at the undergraduate level are familiar with some voltage-gated channels of the Hodgkin and Huxley type. However, no channel that is activated by hiperpolarization is studied. In this work, a simulator was designed and developed for the study and understanding of the funny current present in the sinus node of rabbits. The simulator was programmed in Visual Basic Language ver. 6.0 for Windows® environment from XP to Windows® 10. The user can perform the experiments with the voltage clamp technique, modify the variables and concentrations of external Na+ and K+ and observe the effect on the amplitude of If and the kinetics of the curve I-V. It is recommended to be used as a support didactic material during biophysics and physiology courses in a computer room or remotely on any personal computer with minimal resources.

Reversible regression in early childhood

Summary. The article (didactic material) addresses the following aspects of the study of reversible regression in early childhood: question history, systematics, regression symptoms, including in childhood autism. The authors analyze the available data, express the opinion that the possibilities of reversible regression therapy in children have not been studied, there are no accurate data on the pathogenesis of these disorders, indicate the need to assess the dynamics of the condition, taking into account the age and sex factors of the child.The authors conclude that reversible regression is a pathological condition developing against a background of relatively favorable child development, in which there is a prolonged decay of previously acquired skills followed by partial or complete recovery. Unlike dementia, which is an irreversible process, regression has the stage of restoring lost functions. In studying the issue, clinical-dynamic analysis of variants of reversible regression of early childhood, an understanding of gender and age differences in the symptoms of the disorder, and prognosis criteria.

Uso de Livro-Texto Como Suporte nas Disciplinas de Cursos Universitários

ResumoEmbora haja livros didáticos nas bibliotecas como material de apoio para as disciplinas, tem-se a necessidade de mostrar aos estudantes as especificidades da região na qual vivem, visto que muitos desses livros são exógenos. Diante do exposto, o livro-texto Química Ambiental: uma abordagem introdutória e generalista, foi uma tentativa de encontrar um material didático que além de incluir assuntos da disciplina, apresentasse exemplos locais. Foram entrevistados estudantes, que revelaram que a utilização do livro-texto, além de uma ferramenta de apoio no decorrer da disciplina, também desempenhou um importante papel no processo de sua formação profissional e como cidadãos conscientes e atuantes no espaço geográfico em que vivem. Palavras-chave: Material de Apoio. Percepção. Estudantes. AbstractAlthough there are schoolbooks in the libraries as support material for the subjects, there is a need to show students the specifics of the region where they live, since many of these schoolbooks are exogenous. Given the above, the textbook Environmental Chemistry: an introductory and generalist approach, was an attempt to find didactic material that in addition to including subjects of the discipline, presented local examples. Students were interviewed and revealed that the use of this textbook, in addition to being a support tool throughout the course, also played an important role in the process of their professional training and as conscious and active citizens in the geographical space in which they live. Keywords: Support Material. Perception. Students.

Beware of plagiarism! Review of didactic material by Aleksandr S. Grigoryev “Yuridicheskaya tekhnika (Legal technique)” (Moscow: Urait Publ., 2020. 183 p.)

Review of didactic material by Aleksandr S. Grigoryev “Yuridicheskaya tekhnika (Legal technique)” (Moscow: Urait Publ., 2020. 183 p.)