Ph.D. Gruzdeva A., Ph.D. Korneychuk
A.
State Establishment
"
Ministry of
Health of Ukraine"
Optimization of training of dentists-interns
Annotation. The material for an integrated approach in the
training internship in specialty "Stomatology"
was introduced. Much attention is paid to methods of active learning,
stimulating self-study, creativity, and responsibility of interns, their
communication skills.
Key words: methods of active learning, dentist, internship.
1. Introduction
Modern requirements to enter a specialist
on the level of professional self-determination - is not only an excellent
mastery of the profession, but, importantly, the formation of new subjective
qualities, among which the most important are the ability to quickly orient in
the general medical and social situation, the willingness to retrain, upgrade
the knowledge, skills, experiences, independence and responsibility for their
choices, the ability to "rebuild" the individual elements in
accordance with the objectives, tasks and the situation in terms of his
personality structure, activity, self-confidence, optimism (2,3,4).
Another prerequisite for reforming the
medical education system is its adaptation to the requirements of the
"Concept of medical training reform in Ukraine and bring it in line with
the requirements of the Bologna Declaration", where, among the basic
principles of training of health workers, an important place is given to the
formation of human values, moral ethical and legal culture.
2. Goal
Improving the efficiency of the process of
training of interns-dentists through an integrated approach to the use of
modern methodical support, including the consolidation of knowledge gained
during training in medical school, in-depth hands-on training in the specialty,
educational work, as a purely human terms, and in the pursuit of future
dentists continually replenish knowledge, broaden their professional outlook,
the ability to use the achievements of modern science, and by taking an active
part in research projects.
3. Main part
The global experience of training young
professionals said that the inclusion of a dentist in professional activity,
his self-actualization requires, of course, general knowledge, practical skills
(at the appropriate level), as well as the ability to build their own conscious
course of conduct in dealing with colleagues, so and with respect to patients
(2,4).
In the preparation of interns-dentists
teacher's role changes slightly. With a young doctor, he is obliged to behave
more as a colleague, as a person who brings into the learning process a
significant part of his previous experience. The interaction of the teacher and
doctor must be built as a useful co-operation and mutual exchange of knowledge
and ideas. Here, the teacher acts as mentor and participant of co-curricular
activities. However, familiarity should not be allowed. The relations have to
have distance, due to differences in levels of credibility and professionalism
of the teacher (in training), as well as experience and age. Finally, the
learning process should be organized as a common collective activity of the
teacher and intern with democratic character.
The modern approach to the educational
process should be based on the principle of domination techniques, methods and
forms of active learning: self-study, tests, discussions, practical work in
four hands, individual work with the patient, the protection of medical
records, etc., and the development of analytical skills in the activities of
the intern, personal and collective creativity. In turn, this leads to the need
for regular methodical and professional self-teaching of teachers stuff; they
develop differentiated system of individual tasks for independent work of
medical interns.
The themes of these tasks are closely
linked to the preparation of the program for interns, and they perform
independent work in their direction are joined with practical activities
carried out in the clinical rooms. In addition, topics directly related to
those issues of training of doctors-interns, which cause them the most
difficulty: emergency conditions in a dental practice, diagnosis and
differential diagnosis of lesions and oral mucosa diseases, study the use of
modern filling materials, depending on the clinical situation, algorithms of
receiving the dental patient with pathology of hard tissue of teeth,
periodontal and oral mucosa, which include questions about the diagnosis and
plan of treatment of the disease, and an overview of modern methods of
diagnosis and treatment technologies in the dental practice, which are used
both in our country and abroad.
Our experience has shown that the
development of a diagnostic algorithm and treatment algorithm activates the
brain activity of interns, contributes to their self-affirmation. To do this in
the classroom in the process of discussion and analysis of the issues should
include representatives of the group. This gives the teacher the ability to
constantly guide the thinking of medical interns in the right direction, to
negotiate and explain the errors diagnostic thinking, indicate the optimal
approaches to the allocation of the main diagnostic symptoms. In the process of
oriented discussions, the course of which is supervised and directed by a mentor,
all participants have the opportunity to express and justify their thoughts,
eventually formed the one collective judgment about the development of the
disease mechanism and produces the optimal therapeutic strategy. In this case,
the teacher efforts should be focused on the development of clinical thinking
and informed reasoned rational prescribing. The difference in the theoretical
training of doctors-interns defines a differentiated approach to the
interpretation of existing clinical situation that gives rise to the initiation
of discussions in the team. During carrying out of it the less prepared interns
are trying to rise to a higher level. We have found that the collective
discussion of the most pressing issues and questions helps them master the
elaboration and "automatism" (for standard situations) in the
subsequent practice of a dentist. In addition, the young doctor forms
professional skills (of clinical) thinking, intellectual readiness to perceive
the problem to be analyzed, to anticipate the development of the clinical
situation and the likely impacts on it, and on this basis to develop an
effective strategy and tactics of medical actions. At the same time medical
interns form an analytical approach to the diagnosis and treatment of disease,
and further practical work, there is a need to replenish their knowledge,
develop cognitive activity aimed. At the workshops that promotes the repetition
of the material and the previously discussed algorithmic techniques.
This method greatly differs from
conventional situational analysis tasks. Thus, clinical problems, compared to
the overall clinical situation, have a number of disadvantages, namely these
problems supplied ready information, and while in real life young doctor must
be able to understand the information obtained by examining the patient and be
able to distinguish the core there.
An important aspect of the learning
process is self-preparation for classes where interns’ doctors traditionally
use articles from modern scientific journals, extracts from books and Internet
sources in the specialty. The materials published in modern scientific and
methodical literature (manuals, training manuals, conference materials) on
issues of advanced, efficient methods of diagnosis, treatment and prevention of
dental diseases are analyzed and studied by young doctors. At the same time,
independent work with educational literature published on paper, is retained as
an important link in the learning process, backed by years of experience.
However, with the introduction and use of information technology (the latest
electronic devices) the possibility of organization of independent activity of
interns and doctors greatly enhanced. In connection to this, automated training
systems should be regarded as an effective program-methodical complex. Use of
information technologies in educational process allows changing the nature of
the training activities of interns and doctors, diversify, and intensify their
work independently, to increase interest in electronic media for educational
purposes (1). The most effective is to
work with primary sources demonstrated a comprehensive approach using the
library environment, reading room, methodical study, and computer room and internet
access.
The combination of self-study internship
of doctors with active diverse help of a teacher, who increasingly behaves like
a colleague, analyzes all the basic steps of a young doctor (from the moment of
acquaintance with the patient, the collection of complaints and anamnesis,
diagnosis of dental disease compilation of survey design and treatment, and
ending with the conduct of medical manipulations) leads to an increase in
educational motivation of doctors-interns, levels of independence and
confidence when performing complex tasks, as well as the desire for
self-improvement.
4. Conclusions
We have contact, test and analyze the conceptual
approach to the use of modern methodical maintenance contributes to generally
improve the efficiency of the learning process. Wherein:
·
interns-dentists
with interest perceive its proposed implementation system of independent works;
·
optimized
cooperation of the teacher and the intern;
·
Medical
interns significantly update and enrich their knowledge, skills, and practical
experience, develop cognitive activity;
·
Personal
self-affirmation of the doctor-intern takes place in the process of
subject-subjective relationship with the teacher and under his direct
supervision.
5. Literature
1.
Òèìîôååâ À.À., Óøêî Í.À., ßðèôà Ì.À. Êîìïüþòåðíûå òåõíîëîãèè â ïðîôåññèîíàëüíîé
ïîäãîòîâêå ñòóäåíòà è âðà÷à // Ñîâðåìåííàÿ ñòîìàòîëîãèÿ. – 2012. – ¹3. –
Ñ.144-145.
2.
Âèùà
ìåäè÷íà îñâ³òà ³ Áîëîíñüêèé ïðîöåñ
(íàâ÷àëüíî-ìåòîäè÷í³ òà ³íôîðìàö³éíî-äîâ³äêîâ³
ìàòåð³àëè) / Ìîñêàëåíêî
Â.Ô., Âîëîñîâåöü Î.Ï., ßâîð³âñüêèé
Î.Ï. òà ³í.. – Ê.: ÌÎÇ Óêðà¿íè,
2004. – 112 ñ.
3.
Âðóáëåâñüêà
Ñ.Â. ²íîâàö³éí³ ïðîöåñè ó ñèñòåì³ îñâ³òè // Ìåäè÷íà îñâ³òà. – 2007. – ¹ 1.
– Ñ. 43-48.
4. Birnbaum R. Management Fads in Higher Education – Where They
Come, What They Fail / R. Birnbaum. – San Francisco,
2000. – P. 91-157.