Педагогичекие науки/5.Современные методы преподавания

N.V.Bachuk-Ponych, O.V.Glubochenko

Bukovinian State Medical University, Ukraine

Development of creative students’ cognitive activity

in practice of students’ scientific club

Abstract. The article presents one of the interactive imitation methods of learning – “case-method” in the practical work of the students’ scientific club on propedeutics of internal medicine. The use of this method ensures an individual, practically oriented approach to every student as well as the activity of the whole group in respect of the solution of a certain situational task.

Key words: imitation case-method, students’ scientific club.

Introduction. The modern labor market expects to special workers, high-level professionals who evolve and improve, continuously learn and adapt to new conditions, to be able to find common language with others. This problem solves by stimulation the development of students’ creative cognitive activity [1]. Higher education institutions successfully implemented interactive learning technology for solving of these problems in the educational process. Interactive learning technology is a special form of cognitive activity that has a specific purpose - to create comfortable studying conditions in which every student feels his intellectual capacity and performance [3]. According to classification of V.I. Fishing, all active learning methods are divided into nonimitation and imitation (those that imitate real medical situation - non-gaming, gaming) [3, 4].

The main part. We use one of the methods of imitation training - situational teaching methodology (case-method) in our work with students in scientific club. Using of this method provides a transition from the method of knowledge accumulation to active and practically-oriented approach relatively to real student activity [2, 5]. The purpose of this method - to teach students to analyze information, identify key problems, choose alternative ways of solutions, evaluate them and formulate a program of action.

Classes with the use of case studies are divided into three stages [2]:

1. Stage of work organization on the case. Choosing topic over which the group will work. The teacher announces theme of case at the previous meeting of the group. Pay attention to the topics given for extracurricular individual work of students and in-depth study of the topics for workshops.

2. Stage of direct work on cases. For this select the thematic patients in therapeutic hospital department. Students are divided into subgroups based on the number of patients. Students receive information about patients, making their inquiry and physical examination and logically analyze the data. The teacher creates a logical series of questions on which students of each group must answer. It is proposed to detail the survey and objective examination of formulation of basic and additional symptoms and syndromes of disease. Students will determine the list of diagnostic methods for further diagnosis generalize the mechanisms of this pathology, establish the etiological factors of the disease, do comparison of the clinical picture in individual patients with typical disease. At this stage can use the following methods of group discussion: brainstorming, and morphological analysis.

Brainstorming - a quick way to solve the problem based on the promotion of creative activity. Teacher offers for participants of the discussion express largest possible number of solutions for members of discussions [3]. Then teacher select the most successful ideas from total number.

Brainstorming rules are:

- Any idea should be heard regardless of the reality;

- All members shall refrain from criticism of the speaker;

- After ideas delivered all members of the group performed their consistent discussion

Morphological analysis is to separate the object being studied on the characteristics and attributes [4]. The rules of morphological analysis must be observed. Elements subject to analysis, distributed among participants of discussions. The total proposed solution is discussed in general. Coordinated decisions with adjustments provided for discussion of topics.

3. The final stage of work with the case and formulating conclusions. At this stage all subgroups students express their views on the validity of inquiry and physical examination of the patient and discuss plan of examination. The teacher does not intervene throughout the discussion, but after speaking of all students, he starts analysis of each patient, explains the correct solution to the question, and compares the students group together.

Conclusion. Situational methods of teaching students (case-method), particularly within the students’ scientific club, will effectively implement training, educational and developmental functions of the pedagogical process. The methodology will contribute for actively formation of knowledge in students through individual work and collective discussion, develop intellectual skills, productive and creative thinking. The use of case method will actively generate professional skills of future doctors. For teacher such training organization is an effective way of getting feedback that contributes to effectively correcting process of mastering of knowledge, skills and organization of effective consulting of students.

References:

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2. Долгоруков А. Метод case-study как современная технология профессионально-ориентированного обучения [Електронний ресурс] http://www.vshu.ru/.

3. Інновації як фактор модернізації та підвищення якості вищої освіти / Укл. Н.В. Артикуца, О.М. Клоченок, Т.О. Ліщук; НаУКМА. – К.: Стилос. 2006. – 630 с.

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