Анотація
Метою написання статті визначено здійснення критичного аналізу змісту наукових досліджень, присвячених підготовці майбутніх магістрів медицини до педагогічної діяльності. Використано методи теоретичного аналізу наукової літератури, порівняння, сепарування, узагальнення. Встановлено, що проблема професійної підготовки магістрів медицини окреслюється здебільшого у вітчизняних дослідженнях. Узагальнено, що закордонні дослідники зосереджують увагу на різних аспектах міжособистісної взаємодії на рівні «лікар – пацієнт» у роботі практикуючих лікарів. Одним із актуалітетів наукових розвідок визначено формування педагогічної компетентності лікарського персоналу, що виявляється: у здатності комунікувати з пацієнтами, ефективно використовуючи весь обсяг медичних і психолого-педагогічних знань. Перспективи подальших наукових досліджень у цьому напрямі вбачаємо у методичному забезпеченні системи професійної підготовки майбутніх магістрів медицини до педагогічної діяльності.
Ключові слова
професійна підготовка, педагогічна діяльність, магістри медицини, лікарі.
Використані джерела
1. Batechko, N.H. (2012). A synergistic approach to the training of specialists in the conditions of a master’s degree. Pedagogical Process: Theory and Practice, 4, 5-15.
2. Batsurovska, I.V. (2018). Theoretical and methodological principles of educational and scientific training of masters in the conditions of mass open distance courses. (Doctor’s thesis, Ivan Franko Zhytomyr State University, Zhytomyr, Ukraine).
3. Biglu, M.H., Nateq, F., Ghojazadeh, M., & Asgharzadeh, A. (2017). Communication skills of physicians and patients’ satisfaction. Materia Socio-Medica, 29(3), 192-195. doi: 10.5455/msm.2017.29.192-195.
4. Bitzer, E.M., & Sporhase, U. (2015). Health literacy and patient education in medical rehabilitation. National Center for Biotechnology Information, 58(9), 983-988. doi: 10.1007/s00103-015-2205-7.
5. Boychuk, A. (2018). Modern psychological and pedagogical requirements for a teacher of a higher medical educational institution. Educational Discourse, 1-2(20-21), 158-170.
6. Branch, W.T., Jr. (2014). Treating the whole patient: Passing time-honoured skills for building doctor–patient relationships on to generations of doctors. Medical Education, 48, 67-74.
7. Colbert, C. Y., French, J. C., & Herring, M. E. (2017). Fairness: The hidden challenge for competency-based postgraduate medical education programs. Perspectives on Medical Education, 6, 347-355. doi: 10.1007/s40037-017-0359-8.
8. Derezyuk, A.V. (2015). Some aspects of modern pedagogy of medical education. Medical Education, 3, 26-28.
9. Dudina, O.V. (2021). Peculiarities of master’s training in the field of medicine in Chinese universities. Proceedings. Series: Pedagogical Sciences, 192, 63-66.
10. Hult, H., & Thorne, K. (2009). Pedagogical processes in healthcare: An exploratory study of pedagogic work with patients and next of kin. Original Research Paper, 22, 199-209.
11. Humenna, I.R. (2016). Training future doctors for professional communication based on interdisciplinary integration. (PhD thesis, Ternopil National Pedagogical University, Ternopil, Ukraine).
12. Ilchenko, A.A. (2016). Characteristics of pedagogical forms and methods of preventive activity of medical specialists. Medical Education, 1(69), 22-24.
13. Klishch, I.P. (2021). Modeling the process of training a future teacher of a medical institution of higher education. Medical Education, 1, 89-92. doi: 10.11603/me.2414-5998.2021.1.11923.
14. Kostrikova, Yu.A. (2012). The issue of interaction between the doctor and the patient in the process of therapy. Actual Problems of Modern Medicine, 3(12), 180-182.
15. Lazzari, C. (2013). Communication skills training for health care professionals: What is it all about? Medical Teacher, 35(8), 700-701. doi: 10.3109/0142159X.2013.786172.
16. Linchevskyy, O.V., Chernenko, V.M., Pyatnytskyy, Yu.S., & Bulakh, I.Ye. (2017). Ways of reforming the system of higher medical education in Ukraine in modern conditions. Medical Education, 3, 6-9.
17. Machynska, N.I. (2013). Pedagogical education of master’s students of non-pedagogical institutions of higher education. Lviv: LvSUIА.
18. Mahrlamova, K.H. (2018). Key professional and pedagogical competencies of teachers of higher medical educational institutions. Scientific Bulletin of the Melitopol State Pedagogical University. Series: Pedagogy, 1(20), 202-206.
19. Makhnovska, I.R. (2015). Professional training of nursing masters in the conditions of graduate education. (Doctor’s thesis, Ivan Franko Zhytomyr State University, Zhytomyr).
20. Maksymenko, S.D., & Filonenko, M.M. (2014). Pedagogy of higher medical education. Kyiv: Center of Educational Literature.
21. Marchuk, I.A. (2018). Training of future masters of medicine for the implementation of marketing in professional activity. Doctor’s thesis, Vinnytsia M. Kotsyubynskyi State Pedagogical University, Vinnytsia.
22. Ramani, S., Mann, K., Taylor, D., & Thampy, H. (2016). AMEE Guide #106. Residents as teachers: Near-peer learning in clinical work settings. Medical Teacher, 38(7), 642-665. doi: 10.3109/0142159x.2016.1147540.
23. Reach, G. (2016). Patient education, nudge, and manipulation: Defining the ethical conditions of the person-centered model of care. Patient Preference and Adherence, 10, 459-468.
24. Stechak, H.M. (2017). Pedagogical training of future family doctors at the medical university. (PhD thesis, Lviv State University of Life Safety, Lviv, Ukraine).
25. Tang, K.S., Cheng, D.L., & Greenberg, P.B. (2020). Augmented reality in medical education: A systematic review. Canadian Medical Education Journal, 11(1), 81-96. doi: 10.36834/cmej.61705.
26. Voronenko, Yu.V. (2017). Development directions of the medical education system in Ukraine: A look into the future. Medical Education, 3, 32-35.
27. Yastremska, S.O. (2018). Theory and methodology of professional training of future nursing masters in higher medical educational institutions by means of distance learning. Khmelnytskyi: Khmelnytskyi Humanitarian Pedagogic Academy, Khmelnytskyi.
28. Yildiz, T., Malak, A., Baltaci-Goktas, S., & Ozen, Y. (2015). Effect of patient education on patient anxiety level using the “Scale of Patient Requirements” in open heart surgery. Kosuyolu Heart Journal, 18(1), 1-5. doi: 10.5578/khj.9295.
29. Zhdan, V.M., Bobyrov, V.M., Bilash, S.M., & Byelyayeva, O.M. (2017). Psychological and pedagogical competence of the doctor: Synthesis of medicine, pedagogy, and psychology. In Current issues of linguistics, professional language didactics, psychology and pedagogy of higher education (pp. 3-8). Poltava.
30. Zweifach, S.M., & Triola, M.M. (2019). Extended reality in medical education: Driving adoption through provider-centered design. Digital Biomarkers, 3(1), 14-21. doi: 10.1159/000498923.
