UDK: 159.922:378.661
V.A. Vinokur 1, V.V. Boluchevskaya2
1ФГБОУ ВО «Северо-Западный государственный медицинский университет им. И.И. Мечникова» Министерства здравоохранения Российской Федерации, Санкт-Петербург; 2ФГБОУ ВО «Волгоградский государственный медицинский университет» Министерства здравоохранения Росси
Nowadays the necessity of implementation of new learning technologies in medical education is considered more and more actively. These technologies allow to move from the teacher-centered approach, which is based on the directive style of learning programs mainly because they are overloaded by lectures, to the student-centered approach which suggests more active educational technologies, such as problem-based learning. The principal ground of education in medicine is aimed mainly at receiving a new information but not at development of practical skills so the compliance between the educational and professional activities, knowledge and skills becomes the essential divergence instead. The experience obtained in different countries allows consider the problem-based learning as the most effective educational technology. It’s main principle is a self-directed learning via active group work and supportive, stimulative and facilitative activity of a teacher. In these circumstances the acceptance of new knowledge becomes easier the students this process has internal stimuli while the proper group process supports the carrying out this motive. Key words of this approach are “find, create, master”. These principles are fulfilled in the creation of skills which are necessary for the successful practice. Among the skills to be developed here are hard – skills and especially soft – skills,related to a creativity, competence in communication, cooperation in a team, cognitive flexibility, the ability to cope the emotional arousal in the work etc. The effectiveness of a problem–based learning helps to solve the tasks, related to the medical staff education and training and could be essentially increased while using the new information technologies. The active learning makes the process of acceptance and mastering of knowledge and skills more individually based. The paper presents the reasons for the advanced implementation of the problem-oriented learning into the structure of the postgraduate medical studies. The psychological aspects of this process, methods and stages are described. The role of a teacher in this process and the core aspects of the carrying out of the problem-oriented learning are analyzed.
medical education, problem-based learning, process and structure, psychological aspects.
Винокур Владимир Александрович – д. м. н., профессор кафедры психотерапии, медицинской психологии и сексологии Северо-Западного государственного медицинского университета им. И.И. Мечникова (Санкт-Петербург), e-mail: vavinokur@mail.ru