scholarly journals FORMATION OF EDUCATIONAL AND COGNITIVE COMPETENCY OF JUNIOR SPECIALISTS IN THE PROCESS OF SELF-EDUCATIONAL ACTIVITY: EXPERIENCIAL ASPECT

2020 ◽  
Vol 73 (12) ◽  
pp. 2657-2663
Author(s):  
Svitlana P. Palamar ◽  
Liudmyla A. Nazarenko ◽  
Halyna O. Vaskivska ◽  
Liudmyla L. Nezhyva ◽  
Nataliya N. Golota ◽  
...  
Keyword(s):  
Medical Education ◽  
Goal Setting ◽  
Educational Process ◽  
Educational Activity ◽  
Cognitive Tasks ◽  
Cognitive Competence ◽  
Cognitive Principles ◽  
Main Component ◽  
The Impact ◽  
Cognitive Competency

The aim: The purpose is to elucidate the methodical system of formation of educational and cognitive competence of students of medical education institutions, the results of the research. Materials and methods: The approbation of the proposed methodology is analyzed, the results of the experiment were clarified. Using the methods of Student’s mathematical statistics, the effectiveness of the methodical system of formation of educational and cognitive competence of students of medical education institutions was determined, the results are reflected in tables and calculations. Results: With the purpose of solving educational and practical, scientific, educational and cognitive tasks, the types of activity of future junior specialists, which differ in the degree of obligatory fulfillment, are distinguished. It is shown that the realization of the cognitive principles of self-educational activity, which students perceive as their own internal need, is of great importance. Conclusions: After investigation of the impact of students’ self-educational activities on the formation of their educational and cognitive competence, we argue that it is the main component of the educational process, which requires a willful effort to overcome difficulties and is implemented through goal-setting, planning and staged implementation.

scholarly journals Challenges in Treating Tardive Dyskinesia: Assessing the Impact of Virtual Medical Education

CNS Spectrums ◽  
2021 ◽  
Vol 26 (2) ◽  
pp. 165-165
Author(s):  
Amanda Glazar ◽  
Cecilia Peterson ◽  
Michael Lemon ◽  
Chirag Shah ◽  
Prakash Masand
Keyword(s):  
Medical Education ◽  
Tardive Dyskinesia ◽  
Treatment Options ◽  
Respiratory Muscles ◽  
Educational Activity ◽  
Activity Participation ◽  
Chi Square ◽  
Practice Performance ◽  
New Treatments ◽  
The Impact

AbstractIntroductionTardive Dyskinesia (TD) refers to abnormal, involuntary, choreoathetoid movements of the tongue, lips, face, trunk, and extremities and is associated with long-term exposure to dopamine-blocking agents, such as antipsychotic medications. Once established, these movements usually persist. The movements are disfiguring and can bring unwanted attention to affected individuals. When severe, especially if the respiratory muscles are affected, the movements can be disabling, limit activity, and reduce quality of life. The prevalence is 7.2% in individuals on newer antipsychotics who have never been exposed to older neuroleptics. Until recently, there were no effective treatments for TD. In recent years, many new treatments have been investigated for the treatment of TD, including valbenazine, deutetrabenazine, and branched chain amino acids. Valbenazine first, followed by deutetrabenazine are FDA approved to treat TD. A virtual broadcast was developed to assess the ability of continuing medical education (CME) to improve awareness of the recognition and treatment of TD among psychiatrists.MethodsThe virtual broadcast (May 9, 2020) consisted of a two-hour, live-streamed discussion between two expert faculty. Impact of the educational activity was assessed by comparing psychiatrists’ responses to four identical questions presented before and directly after activity participation. A follow-up survey was sent to all participants six-weeks post-activity to measure performance in practice changes. A chi-square test was used to identify significant differences between pre- and post-assessment responses. Cohen’s d was used to calculate the effect size of the virtual broadcast.ResultsActivity participation resulted in a noticeable educational effect among psychiatrists (n=621; d=6.12, P<.001). The following areas showed significant (P<0.05) pre- vs post-educational improvements: recognition of movements in patients with TD, rate of TD in SGA exposed patients, treatment options for TD (on and off-label), and treatment of TD using VMAT inhibitors. Additionally, 54% of psychiatrists reported a change in practice performance as a result of the education received in the activity, including utilization of a standard scale to evaluate movement disorders and educate patients and family members about potential for TD, how to recognize symptoms, and when to treat.ConclusionsThe results indicated that a CME-certified two-hour virtual broadcast was effective at improving knowledge among psychiatrists for the recognition and treatment of TD. This knowledge also resulted in positive changes in practice performance post-activity. Future education should continue to address best practices in the diagnosis, treatment and management of patients with TD, as there remains an increased need for tailored CME among psychiatrists.FundingNeurocrine Biosciences, Inc.

INFLUENCE OF ECONOMIC DIGITALIZATION ON THE ORGANIZATION OF THE EDUCATIONAL PROCESS AT HIGHER EDUCATION INSTITUTIONS

2020 ◽  
Vol 13 (3) ◽  
pp. 45-51
Author(s):  
D.P. Melnik ◽  
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Digital Economy ◽  
Educational Process ◽  
Educational Activity ◽  
Educational Institutions ◽  
Higher Educational Institutions ◽  
Higher Educational ◽  
The Impact

This article discusses the impact of economic digitalization on the educational process in higher educational institutions of Russia. The most important role is given to improving the methodology of the managerial process in order to improve the digitalization process. The problematic issues of educational activity associated with the transition to the digital economy are identified and the corresponding conclusions are made.

scholarly journals Using the CTC tool in establishing Mid-Levels of Expanded Outcomes Framework - A CME Provider Perspective

2015 ◽  
Author(s):  
Farhan Vakani, MCPS-HPE, MSc, BDS ◽  
W. Daniel Cogan, EdD, FAODME
Keyword(s):  
Medical Education ◽  
Continuing Medical Education ◽  
Quality Of Healthcare ◽  
Practice Change ◽  
Educational Activity ◽  
Physician Competence ◽  
Provider Perspective ◽  
And Performance ◽  
The Impact

Existing gaps in the quality of healthcare have led to calls for change by Continuing Medical Education (CME) providers around the world to plan and implement continuing medical education activities based on improving physician competence and performance. This article offers the use of the commitment to practice change (CTC) tool at mid-levels of the expanded outcomes framework using post-only design, for inquiring and promoting physicians’ commitment to practice change, and for assessing the impact of the educational activity.

scholarly journals The Impact of COVID-19 Pandemic on the Instructive-educational Process in Kindergarten

2021 ◽  
Vol 66 (1) ◽  
pp. 111-134
Author(s):  
Adela-Simina Câmpan ◽  
Mușata Bocoș
Keyword(s):  
Health Professional ◽  
Education System ◽  
Preschool Education ◽  
Educational Process ◽  
Professional Life ◽  
Personal Life ◽  
Educational Activity ◽  
Teaching Activities ◽  
The Impact

"We are all going through a difficult period, called into question by so many questions: the COVID 19 pandemic. Without a doubt, this pandemic has had and still has many implications both in the personal life of each of us and in our professional life. In addition to the fact that this virus affects our health, professional life has also been put to the test. The education system was not bypassed by challenges, therefore this period proved to be extremely demanding, with many implications on the instructive-educational activity. Preschool education has not been exempted from the impact of the changes that have occurred as a result of the outbreak of the pandemic. Teachers in the preschool education system have faced many difficulties in terms of teaching in the group. The instructive-educational process suffered in the context of the pandemic, being many variables to consider: the age peculiarities of preschoolers, the ways in which the teaching activities can be carried out through the platforms, the quality of the educational act through them, the lack of training of the teachers in this respect, the availability of parents to be able to supervise the preschooler during the synchronous online activities, etc. The present study presents the results of the application of a questionnaire addressed to teachers in preschool education, on the territory of Romania, which highlights the implications of the pandemic on the instructive-educational process in kindergarten. Keywords: “COVID 19 pandemic”, “instructive-educational process”, “kindergarten” "

scholarly journals Axiological multiplicity of primary education curricula

2021 ◽  
pp. 185-192
Author(s):  
Anna Tovkanets ◽  
Keyword(s):  
Goal Setting ◽  
Primary Education ◽  
Teaching Methods ◽  
Educational Process ◽  
Educational Activity ◽  
Ability To Work ◽  
Beliefs And Values ◽  
The Relationship ◽  
Junior Student ◽  
School Curricula

The article substantiates two-leveled values of the primary education curricula, including the values that are related directly with education applicants, and could be considered as planned results of their education; and values that reflect the process of education, that is the position of a teacher reflected in the organization of educational process, the specifics of teaching methods, the nature of the relationship with students. It is emphasized that the preparedness of a junior student to adapt, accept beliefs and values, and successfully participate in the surrounding world includes the following components: intellectual readiness (ability to independently acquire knowledge, ability to work with information); communicative readiness (competences necessary for communication); social readiness (ability to cooperate, exhibit activity and volitional features of character, own attitude to the world, to the natural and social environment); activity readiness (possession of educational activity, ability to transform practical tasks in educational tasks, ability to construct their activities from the goal setting to obtaining the results); regulatory readiness (ability to exhibit reflexive qualities); creative readiness (ability to solve various educational and daily tasks creatively); emotional readiness (ability to feel, worry, respond emotionally to life events and phenomena, share their experiences, show empathy when interacting with others). The researcher argues that the components of a young person's readiness to interact with the environment are interconnected, complement each other and are basic prerequisites for the design of the primary school curricula. Important principles of constructing the content and curricula of modern primary education are principle of natural expediency and individual significance of the content, activity principle, culturological principle, principle of differentiation and individualization. Keywords: primary education, axiology, content of education, education curricula, principles of primary education curricula design.

scholarly journals THE ATTITUDES AND OPINIONS OF TEACHERS TO THEIR COMPETENCES

2015 ◽  
Vol 3 (1) ◽  
pp. 99-103
Author(s):  
Suzana Nikodinovska Bancotovska
Keyword(s):  
Primary Schools ◽  
Teaching Profession ◽  
Educational Process ◽  
Educational Activity ◽  
Educational Systems ◽  
Global Changes ◽  
Educational Work ◽  
Systematic Assessment ◽  
School Activities ◽  
The Impact

The teaching profession is built upon the initial education on relevant pedagogical faculties, and further upgraded and improved through continuing education through various forms of professional development.The competencies of the teacher for realization of educational activity represents the content and function of its professional obligations. Global taxonomy of teacher’s competences are consisted of pedagogical competencies and professional competencies.The pedagogical competence of the teacher has one main characteristic - it enables the organization and realization of educational process. The professional competences of the teacher, in fact, represent the competence and commitment to implement the teaching.The subject of research in this paper is the professional competences of the teachers. The research is focused on the identification of the professional competencies of the teacher, with the possibility of extension and deepening of the established taxonomy with new competences.The professional qualifications of teachers are closely related to the profile and characteristics of the educational system. Partial and global changes in educational systems have led to changes in competence of the teacher. In order to establish more successful future projection of the impact of teacher’s competences on all school activities and arising results, the proposed changes will focus on: improving the quality of working conditions in primary schools - the basic requirements to equip with modern educational technology; changes in curriculum placement; greater efficiency of educational work; systematic assessment of the teacher, which will result in raising its position in society.

scholarly journals Analysis of the situation in higher education during the COVID-19 pandemic in the world: opportunities and threats of online training

2020 ◽  
Vol 185 (9-10) ◽  
pp. 167-177
Author(s):  
Olga Kolomiets ◽  
◽  
Tatijana Litvinova ◽  
Keyword(s):  
Higher Education ◽  
Medical Education ◽  
Online Education ◽  
Digital Technologies ◽  
Educational Process ◽  
Quality Of Education ◽  
Material Transfer ◽  
The World ◽  
The Impact

Introduction. the essence of the situation in education during the COVID-19 pandemic in the world is quite complex: due to the large number of restrictions in some countries, education is conducted completely remotely or hybrid. In the period of 2020, medical university students were forced to practice in hospitals in the context of the pandemic, helping local medical staff, which helped to fill the shortage of specialists. The quality of education will inexorably fall due to low involvement in remote education as well as many distractions which have already proven many researchers. Universities were not ready for mass digitalization due to government restrictions and social distancing, so the quality of material transfer cannot match the classical education. The purpose of the study is to examine the impact of the pandemic COVID-19 on the medical education market and its stakeholders. Results. Universities were not ready for the transition to online (distance) education, as evidenced by the decline in the quality of education, based on surveys of the faculty of some universities. As a result, on the one hand, you can get higher education online while in your country, on the other hand, the quality of education falls without an adequately commensurate practical part (for example, medical education cannot be of high quality when it is taught online). Over time, only the year 2025 is expected to surge technologies to improve online education and the full transfer of many universities to provide distance learning; it is a good chance to get an education to those who previously could not obtain it, including for economic reasons. Conclusion. The global COVID-19 pandemic has become a catalyst for global processes of digital transformation in all spheres of life. In such circumstances, the role of digital technologies in education has become extremely important. Among the many technological advantages, their ability to protect human lives and at the same time ensure the implementation of the educational process remained almost unnoticed. Current situation has accelerated the mass transition to the use of digital technologies, including digitalization of education, its technologization and standardization.

Goal setting using the SMART method in the disciplines of the professional cycle of the direction "Information systems and technologies" as a mechanism of self-realization

2020 ◽  
pp. 40-46
Author(s):  
G. A. Ivashchenko ◽  
A. P. Lareva
Keyword(s):  
Information Systems ◽  
Goal Setting ◽  
Applied Mathematics ◽  
Training Session ◽  
Educational Process ◽  
Educational Training ◽  
Clear Vision ◽  
Amount Of Knowledge ◽  
Direction Information ◽  
The Impact

A distinctive feature of modern higher education, based on the activity approach, is the orientation of the entire educational process towards diagnosed goals. These goals are formed as educational results presented in the actions of the students themselves. It should be noted that the skill of goal setting is not formed spontaneously in the course of training — it is the result of a specially organized process, therefore the development of a methodology for teaching goal setting is one of the urgent problems in pedagogy. Goal setting is the process of creating a system of goals, correlating them with each other and choosing priority goals, and this is of particular importance for graduates of the IT direction of training. The development of the ability to set goals contributes to a clear vision of the prospects and opportunities for personal and professional self-realization of the subject. By the third year, students of the “Information Systems and Technologies” direction have already accumulated a certain amount of knowledge, but the most laborious thing in the course of studying the disciplines of the professional cycle is acquiring the professional ability to set goals correctly. A study of the literature and different approaches to solving this problem led the authors to develop a training session. The training for the development of the personality’s ability to set goals was developed on the basis of the SMART method. The technique was tested at the Department of Informatics and Applied Mathematics of Bratsk State University for three years and gave positive results. The advantage of the training is that the impact is carried out on all components of the ability to set goals. The formation of positive dynamics to goal-setting after passing the educational training has been proved.

Interaction of lecturers and students at university and outcome of educational activity

2019 ◽  
pp. 7-12
Author(s):  
Lyudmila Makarova
Keyword(s):  
Online Courses ◽  
Self Regulation ◽  
Educational Process ◽  
Educational Activity ◽  
Diagnostic Tools ◽  
Full Time ◽  
State University ◽  
Complete Replacement ◽  
Professional Activities ◽  
The Impact

We present the results of an empirical study on the identification and analysis of the opinions of students and lecturers of Tambov State University named after G.R. Derzhavin on the impact of their relations system on the effectiveness of joint educational activities. The relevance of the study is justified by the need to identify the importance of personal contacts for the subjects of the educational process in the context of the proposed complete replacement of full-time lectures on online courses. The research program included two blocks: the identification of the positions of lecturers and students in the interaction, which reflect the features of the existing system of education at the university; the study and analysis of the impact of existing interaction on the at-titude of students to educational and professional activities. The factors preventing the transition of lecturers to the organization of the educational process on the basis of the ideas of personality-oriented learning are revealed. The importance and necessity of using students’ opinions and graphic works (projective techniques) as diagnostic tools are substantiated. A comparative analysis of the main causes of students’ dissatisfaction with the existing interaction with lecturers (data of 2000 and 2018) is presented. The importance of lecturer’s reflexive activity in the context of self-regulation of his style of professional and pedagogical activity is revealed.

scholarly journals The Impact of Isolation Measures during COVID-19 Pandemic on Russian Students’ Motivation for Learning

2021 ◽  
Vol 11 (11) ◽  
pp. 722
Author(s):  
Albina R. Drozdikova-Zaripova ◽  
Roza A. Valeeva ◽  
Niyaz R. Latypov
Keyword(s):  
Distance Learning ◽  
Content Management ◽  
Educational Process ◽  
Learning Motivation ◽  
Educational Activity ◽  
Digital Platforms ◽  
Motivation For Learning ◽  
Educational Motivation ◽  
Relevant Task ◽  
The Impact

One of the leading problems of teaching is maintaining the students’ motivation for learning. In the current epidemiological situation, improvement of education quality using digital platforms and educational services by creating conditions for increasing the learning motivation of students is an essential and relevant task. Therefore, the aim of the research was to study the motivation of the educational activity of junior students during the COVID-19 lockdown period and the development of effective approaches to increase the learning motivation of students in the context of distance learning using the Microsoft Teams platform. Research methods: Theoretical analysis of psychological and pedagogical literature, generalization; experiment, questioning, testing and data processing methods. In total, 107 undergraduates took part in the study. The difficulties and benefits that students encountered during the lockdown, as well as the attitude of students to the distance learning format, were revealed. There were specified dominant motivators, intentions and motives that determine the educational activity of students. We have presented approaches to the content management of the educational process in a distance format, with various ways and techniques of increasing the educational motivation of students under the conditions of distance learning.

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