CONTEXT APPROACH IN THE PROCESS OF THE PROFESSIONAL TRAINING TARGETED TO THE FUTURE DOCTORS
Journal Title: Науковий вісник Південноукраїнського національного педагогічного університету імені К. Д. Ушинського - Year 2017, Vol 116, Issue 3
Abstract
Relevance of the research. The problem of contextual education is being developed today and studied by such scholars as N. Bakshaeva, G. Barska, N. Borisova, L. Burdain, T. Dubovitskaya, M. Ilyazova, O. Kovtun, V. Kruglikov, O. Larionov, I. Marchuk and others. The object of the research is medical education. The subject of the study is the application of the context-based approach in the future doctors’ training. The article deals with the essence, characteristics and forms of contextual learning. The construction of a model of the training process targeted to future doctors on the basis of the contextual learning technology allows us to maximally transfer the content and process of students’ educational activity into their future profession. The appeal to the technology of contextual education is stipulated by the existence of a number of contradictions that are observed in the practice of higher education, to be more presice: the competent direction of education and the assertion of the leading role of theoretical knowledge in the content of study at universities, the need for training specialists who are able to act outside educational situations and lack of practical orientation of professional disciplines; the contradiction between the individual character of student’s learning and collective work within a professional activity; the advantage of information and lack of practical knowledge and skills; between the implementation of the students’ disciplinary responsibilities for the study and the need for an initiative and independent position of a specialist in labour; the focus on the future doctor’s professional development within the framework of educational activities and a long period of young specialist’s adaptation, which really exists in practice, under conditions of production activity. The classes conducted on the basis of the context-based approach make it possible to consider pedagogical theory not only as well-established knowledge, but also as an intellectual process. The implementation of the context-based approach into the future doctors’ training stimulates the development of their professional abilities, helping students to more objectively determine their professional appropriatedness. Thus, contextual learning, therefore, is a process of continuous accumulation of individual and collective methodological experience, dynamic movement from the imitative level of professional skills to the constructive and creative one. The context-oriented approach allows creating effective conditions for the formation of future specialists’ professional competence and combination of educational and professional activities in a single whole. The scientific significance of the article is actualized by the fact that the problems of the use of context-based learning in the process of future doctors’ training in the native scientific literature are not adequately disclosed. The prospect of further research is seen in studying the context-based approach and the results of its practical application.
Authors and Affiliations
Liudmila Rusalkina
Keywords
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