Medicine/Pedagogics

Candidate of Medical Science H. H. Boyko

State Institution “Dnipropetrovsk Medical Academy of Health Ministry of Ukraine”. Department of Dentistry. Faculty of Postgraduate Education. Ukraine.

Teacher's Role and Function in Teaching and Learning Process with Internship Doctors at the Department of Dentistry

Summary

Successful performance of learning objectives in the system of modern scientific knowledge requires close interaction of a number of scientific fields: pedagogics, psychology, and psychotherapy. Using teaching techniques we teach and develop a human individual. An internship doctor though having the diploma of the higher medical education, in fact, is not yet a formed and developed personality. And the teacher's primary task for the period of his staying at the department of interns is to continue his formation as a person, as a personality and as a doctor in all respects.

к. мед. н. Бойко Г. Г.

ДЗ «Дніпропетровська медична академія Міністерства охорони здоров'я України», кафедра стоматології ФПО. Україна.

Роль і функція викладача в навчальному процесі з лікарями - інтернами на кафедрі стоматології.

Резюме.

У системі сучасних наукових знань для успішної реалізації завдань навчання необхідний тісний взаємозв’язок цілого ряду наукових напрямків: педагогіки, психології, психотерапії. Використовуючи педагогічні прийоми, ми навчаємо та розвиваємо людський індивідуум. Лікар-інтерн, маючи на руках диплом про вищу медичну освіту, ще не є, по суті, сформованою і розвиненою особистістю. І завдання викладача за період перебування на кафедрі інтернів, продовжити формувати його як людину, як особистість і як лікаря у всіх відносинах.

Relevance. Whatever a student learns, he has to learn it himself – no one can do it for him. But the teacher should be able to choose such material from the large amounts of information that would be the most consistent with the objectives of his education and would provide the necessary level of knowledge and skills; he should also be able to educate a doctor in the group and through the group.

Key words. A teacher, a group, a doctor, knowledge, skills, an experience, an individual work, an education, a demand.

Successful performance of learning objectives in the system of modern scientific knowledge requires close interaction of a number of scientific fields: pedagogics, psychology, and psychotherapy. Using teaching techniques we teach and develop a human individual. An internship doctor though having the diploma of the higher medical education, in fact, is not yet a formed and developed personality. And the teacher's primary task for the period of his staying at the department of interns is to continue his formation as a person, as a personality and as a doctor in all respects. First of all, the teacher plans a teaching and learning process. Understanding the goals and objectives of learning he ensures the performance of this plan and program, while taking into account that it is necessary to prepare a highly qualified specialist, equipped with the latest knowledge of medical science and practice in a relatively short period of time spent in the internship. Our department uses a differentiated approach to methods and techniques of teaching: in the teaching and learning process we use not only the traditional forms of teaching (lectures, workshops, seminar, etc.), but also a lot of attention is paid to independent work under the guidance of a teacher.

The internship doctor must not only learn how to absorb the information, but he also has to gain and apply it in practice independently in any difficult and unexpected situation, he has to set goals and find ways to solve them independently as well. For example, studying at the surgical dentistry, internship doctors communicate with patients under the conditions of out-patient and in-patient hospitals. The task of the teacher, who knows his discipline well enough, a good specialist, lies in the ability to teach a young doctor of the art of being a good clinician first of all. Each individual patient is a separate case, and having obtained theoretical knowledge the internship doctor will try to use it while drawing up an examination plan, establishing a diagnosis, and assigning a treatment. In this situation the teacher should be a mentor for his students, he should play the role of a senior companion, so that the young doctor would not hesitate to ask him a question, so that he could get an advice concerning the examination and treatment of the patient, as well as concerning his personal situation. During their study at the department, internship doctors not only work as ward doctors, but also take the first steps in surgical procedures as assistants in an in-patient hospital, and perform some of the stages of operations in an out-patient hospital. The teacher must take into account that the clinic patients are not always willing to trust young internship doctors, therefore, there should be a delicacy, and the teacher must instill the sense of responsibility, duty, and attentive and responsive attitude towards a patient in young doctors. Independent work with a patient in the presence of the teacher and colleagues evokes a sense of responsibility, a commitment to learning is intensified, the material is better remembered and requires analytical and synthetic thinking from the internship doctor.

The department implemented such a form of training as guidelines and training manuals for independent extracurricular work, it is proposed to work out a number of issues, which are taken under control by the teacher in the interview process for each topic. Another form of independent work is a preparation of a library-research paper. The teacher takes an active part in this work: he asks questions concerning a particular disease, helps to draw up a plan and select relevant literature. A good incentive to work over the library-research paper is its hearing at a conference followed by a discussion.

Under the conditions of independent work the internship doctor has to revise the previously learned material, and while doing so he is found in a definite psychological state that requires the opening or assimilation of new knowledge and skills for himself.

The teacher should demand from the doctor the performance of his assignments, instill a humane treatment to a patient while showing respect to his personality, help, open prospects for advancement, teach rejoicing at success, and develop positive qualities of a doctor.

At the department a significant role is given to the participation of internship doctors in research activities. Research papers written by them under their teacher's guidance ensures continuity of the acquisition of theoretical and practical skills, which is very important for their further practical work as doctors. One or more interns are offered a theme of the paper, together with the teacher they develop the research plan and the procedure for its implementation. The report is heard at the scientific and practical conference. Thus the internship doctor acquires research skills, literature handling skills, and the ability to collect and analyze the material. The skills acquired while performing such work is the foundation for a further scientific and practical activity of the future doctor; interns show interest in the research work and have the material for publications, which is later considered at the assessment of their work. The teacher's role in this process is invaluable, the interest to work, its organization and results depend on him; this is the teacher who has to take an individual approach to each intern taking into account his personality.

In the pursuit of pedagogical process, we use elements of psychology and psychotherapy towards the behavior of a young doctor, his state of mind, attitude to education, attitude to patients and his colleagues. The teacher should influence internship doctor's emotions, judgment, and self-consciousness in an integrated manner. Positive attitude and psychological orientation of the teacher is also necessary because in the light of the problems of modern society the failure to provide timely assistance may lead to a negative life scenario.

Developed interpersonal relations between the teacher and his students that are demonstrated in the attentive attitude, care, and understanding of the ultimate goal combined with high demands to knowledge and work must necessarily bring positive results.

Bibliography:

1. Glazunov O. A. The principles of the Bologna process in the integrated teaching of dental disciplines at the department of dentistry PFE of DSMA (Faculty of Postgraduate Education of Dnepropetrovsk State Medical Academy) / O. A. Glazunov // In the book "Achievements and perspectives of the postgraduate education", dedicated to the 35^th anniversary of PFE of DSMA. – 2008. – P. 24.

2. Gordіyuk M. M. Organization of teaching process with internship doctors at the department of dentistry FPE / M. M. Gordіyuk, H. H. Boyko // Materials of the scientific and practical conference "Theoretical and clinical aspects of medical-social examination and rehabilitation" devoted to the 30^th anniversary of the Department of Medical and Social Expertise.

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