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1
Kropotova, Svetlana Vladimirovna, and Irina Aleksandrovna Muntyan. "Improvement of the system of additional professional education of specialists with secondary medical education." Medsestra (Nurse), no. 8 (July 21, 2021): 36–49. http://dx.doi.org/10.33920/med-05-2108-05.
Повний текст джерелаАнотація:
The purpose of the study the attitude of nurses to the existing system of advanced training and determine ways to optimize it. Results. An analysis of the opinions of nursing staff on improving the system of additional vocational education in accordance with personal needs showed that most of the students of advanced training courses expressed a desire to be present in the training process of practical health care professionals from large medical organizations using modern and innovative teaching methods; introduction of distance learning into the educational process of nursing staff with a flexible schedule and an individual student's plan; the use of modern and innovative technologies, methods and forms of professional and educational activities, formed taking into account the opinions of the students themselves; maintaining a high professional level of the teacher, the main qualities of which are the ability to motivate to study, maintain interest in the classroom and create a favorable psychological attitude. Conclusion. In improving the quality of medical care for patients, specialists with secondary medical education, in the development of new innovative technologies, additional professional education is a key resource, which goes along with the specialist throughout his entire professional activity and is able to adapt them to new professional requirements.
2
Naigovzina, N. B., A. K. Konanykhina, A. V. Kochubei, Ye V. Zimina, and M. V. Navarkin. "DEVELOPMENT TRENDS OF SYSTEM OF TRAINING AND CONTINUOUS PROFESSIONAL DEVELOPMENT OF HEALTH PROFESSIONALS." Bulletin of Siberian Medicine 13, no. 3 (June 28, 2014): 126–31. http://dx.doi.org/10.20538/1682-0363-2014-3-126-131.
Повний текст джерелаАнотація:
Implement approach of innovative education is development priorities of Russian system of training and continuous professional development of health professionals. Conception of innovative education is aligned with national policy, including statutory regulation, in the sphere of professional medical education.
3
KOROLEVA, Nataliya G., and Anna V. VOZDVIZHENSKAYA. "FOREIGN LANGUAGE TESTING CENTRES FOR INTERNATIONALIZATION ENHANCEMENT IN MEDICAL EDUCATION IN RUSSIA." PRIMO ASPECTU, no. 3(43) (September 28, 2020): 122–27. http://dx.doi.org/10.35211/2500-2635-2020-3-43-122-127.
Повний текст джерелаАнотація:
The article considers a negative impact on internationalization processes in Russian medical HE that is caused by the lack of a coordinated, unified, country-wide accepted system of testing English for professional communication. Authors describe how training and taking Occupational English Test is one of the ways to solve this problem, since OET is a widely acknowledged in English-speaking countries language certificate test for professionals in medicine. Adapting OET purposes to Russian medical HE system, establishing the network of training and testing centers will increase medical students’ and professionals’ motivation in learning English and stimulate their joining academic and professional community. These factors will contribute into the enhancement of internationalization processes in Russian medical HE.
4
Khan, A. Whohab. "Continuing Professional Development (CPD); What should we do?" Bangladesh Journal of Medical Education 1, no. 1 (December 6, 2012): 37–44. http://dx.doi.org/10.3329/bjme.v1i1.12857.
Повний текст джерелаАнотація:
Patient and the general people expect that doctors remain up-to-date and professionally competent. The formal undergraduate and postgraduate education and training are conducted to bring a behavioral change in a medical practitioner to meet that expectation. The rate and magnitude of change in medical science is such that the contents of text books are not sufficiently up-to-date rather somewhat out of date at the time of publication. CME is continuing education in knowledge and skill of medical practice through which doctors will remain up-to date. Due to rapid changes in health care delivery system; health professionals needs to transform from a continuing education (CME) to a continuous professional development (CPD) model so that they remain up-to-date in their knowledge and competency in total care. CPD is a broader concept for continuing development of multifaceted competencies inherent in medical practice including medical, managerial, social and personal subjects which are needed for high quality professional performance in modern health care delivery system. CPD is complementary to formal undergraduate and postgraduate education; completing the educational trilogy. Undergraduate and postgraduate medical education is regulated by specific rules and regulation but CPD is the process where the responsibility rests on professionals and individual doctor. People expect what is best rather than what is right for a particular situation and for that level; professional competence should be combined with improvisation and general oversight. That is why, all over the world the concept of CPD is emerging and developing as a dynamic educational process to improve and upgrade ones professional performance. As a part of the global resident we should be familiar to cope with and should be trying to contribute in these progress and development. This article will help us to initial understanding and formulating an approach to that. DOI: http://dx.doi.org/10.3329/bjme.v1i1.12857 Bangladesh Journal of Medical Education Vol.1(1) 2010 pp.37-44
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Dolynniy, Yuriy. "Influence of the Motivational Component of the Physical Education on the Students’ Training System." Armenian Journal of Special Education 3, no. 1 (February 26, 2021): 105–13. http://dx.doi.org/10.24234/se.2021.3.1.264.
Повний текст джерелаАнотація:
The purpose of the study is to find out the influence of the motivational component on the training system of physical education students who plan to use health-saving technologies in their professional activities in the physical education of schoolchildren who, for health reasons, belong to special medical groups.
Professional education of future specialists in physical education and sports in higher education institutions requires technological changes in physical culture and health work with children and youth, who belong to special medical groups due to their state of health (Prykhoda, 2007). The solution of this direction of training of future specialists in physical education and sports will be more effective if the motivational component of training is applied in the educational process of students. Studies apply the motivational component of learning. Research determines that the use of a motivational component in the training program for future physical education professionals has a much better effect on the learning process of students, mastering the curriculum, self-development, and self-improvement both in higher education and in future professional activities (Dolіnnyj, 2016; Deminska, 2004).
6
Astanina, S. Yu. "Issues of reforming professional medical education in Russia." Cardiovascular Therapy and Prevention 21, no. 1 (January 28, 2022): 3192. http://dx.doi.org/10.15829/1728-8800-2022-3192.
Повний текст джерелаАнотація:
The reform of higher education is directly related to the solution of problems arising in the medical education system. The article describes the activities of the Section for the development of educational activities of therapeutic departments within the framework of the Russian Society for the Prevention of Noncommunicable Diseases, created to unite qualified teachers of medical education in solving problems of improving the efficiency of the process of training medical personnel in the specialty “Therapy”. The article discusses the organization of the project of the Russian Society for the Prevention of Noncommunicable Diseases on additional issues of the scientific and practical journal “Cardiovascular Therapy and Prevention. Professional education”, as well as the activities of the Section.
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Shah, Murad Ali. "PROFESSIONAL ATTITUDES: A NEGLECTED ASPECT IN MEDICAL EDUCATION." Journal of Gandhara Medical and Dental Science 6, no. 1 (April 20, 2021): 1. http://dx.doi.org/10.37762/jgmds.6-1.219.
Повний текст джерелаАнотація:
The medical profession is under increased scrutiny with regards to the undesirable attitudes and behaviors of some of its members. There is a growing level of mistrust amongst the public for the medical profession as one hears cases of negligence, misconduct and unethical practices leading to legal suits and even violence. As a result, there is an increasing public demand for the transparency, accountability and quality assurance among the health professionals1.
Health care in Pakistan is undisputedly identified as one of the country’s most corrupt sectors, according to surveys conducted by Transparency International2. While the commercialization of medical profession is cited as a common reason for dilution of quality, doubts have been raised regarding the quality of training2. Are the graduate doctors well trained to perform their clinical responsibilities?
With the alarming rise of medical negligence and cases of unprofessionalism, there is a dire need for educational leaders to come forward with creative strategies to overcome the crises in medical education and initiate reforms at the earliest3.
The health sector in Pakistan requires a change right from induction of the medical students till practice at community level. The following listed are proposed suggestions for the improvement in professionalism and ethics among doctors of Pakistan’s health care system.
We should move away from the narrow focus on excellence in examination results towards a more liberal and exhaustive selection process focusing on ‘desirable attributes’ for medicine in addition to examination results.
Professionalism, ethics, communication skills, teamwork and managerial skills should be part of the core curriculum.
There should be proper and effective system of accountability and transparency in the medical field ensuring ethical practices.
There should be more community-based training both at the undergraduate and postgraduate level, strengthening the bond between the doctors and community.
The regulating bodies should play their role effectively safeguarding the integrity of both the doctors and patients.
8
Correia, Tiago. "An open-system approach to medical professionalism: a controversy within the sociology of professions." Interface - Comunicação, Saúde, Educação 15, no. 38 (September 2011): 779–92. http://dx.doi.org/10.1590/s1414-32832011000300013.
Повний текст джерелаАнотація:
This article focuses on a specific debate within theories of professions. Despite different trends, there has been difficulty in theorizing some dimensions of the dominant perspectives because of predominant institutional attention. The aim here was to reinforce the debate with complementary conceptualization of professionalism and, consequently, to foster new understandings of professional relationships. The argument lies in shifting the analytical level from the professions to professionals, as a basic step in conceptualizing individual action within professional contexts. This concern becomes increasingly important as the professional discretion structurally held by individuals becomes greater, since the ability to choose leads more explicitly to internal differentiation of professions. Systemic influence is felt given that social structures are intrinsically involved in actions, which represent exteriorizations of individually internalized processes. Consequently, it becomes necessary to consider the reasons for behaviors and the meanings individually conferred on professional dimensions.
9
Lesite, Elyana Yuozovna. "Tolerance in medicine secondary professional education." Moscow University Pedagogical Education Bulletin, no. 1 (March 30, 2012): 111–17. http://dx.doi.org/10.51314/2073-2635-2012-1-111-117.
Повний текст джерелаАнотація:
Tolerance is necessary for forming it is system, in parallel introducing three basic components: theoretical, practical and extracurricular. It will allow creating the tolerant educational environment and it is essential to increase efficiency of activity of the tolerance directed on formation on the average medical vocational training.
10
Kolennikova, Ol’ga A., and Mairash S. Toksanbaeva. "Social security of medical specialists in the field of professional development." Health Care of the Russian Federation 64, no. 5 (November 6, 2020): 287–93. http://dx.doi.org/10.46563/0044-197x-2020-64-5-287-293.
Повний текст джерелаАнотація:
The duration of the cycle of human capital accumulation in the workplace, as well as the need to constantly master new technologies and practices of medical and preventive care for the population, require professional development of healthcare professionals. The implementation of this need requires the provision of appropriate social protection of medical personnel. The purpose of the study. Development of approaches to the analysis of social protection of medical professionals in the world of work concerning working conditions that contribute to the maintenance and development of their professional level. Material and methods. The concept of social work-related security was used as the theoretical basis of the study. The methods of qualitative and quantitative analysis of the data of sociological and economic surveys were used as a methodological basis. The data were obtained based on the materials of sample questionnaires of medical specialists conducted throughout Russia and in Moscow. Results. The ratings for assessing the characteristics of social protection of medical specialists have been determined. The highest rating was given to assessments of the stability of employment and wages, the lowest - assessments of labor safety (in terms of intensity), and wage size. Another group of reasons for the average rating was the identified advantages and disadvantages of the system of additional professional education. Discussion. The main characteristics of the work, which contribute to and complicate professional development, have been identified. They create a basis for finding and justifying ways to improve them. A complex of objective and subjective factors has been formed that affect the participation of medical specialists in additional professional education and its qualitative results. Conclusion. Many scientific prerequisites are presented for expanding the possibilities for a more successful integration of continuing education in health care into the general system of continuing professional education.
11
Lim, Ki-Young. "A proposal for the future of medical education accreditation in Korea." Journal of Educational Evaluation for Health Professions 17 (October 30, 2020): 32. http://dx.doi.org/10.3352/jeehp.2020.17.32.
Повний текст джерелаАнотація:
For the past 20 years, the medical education accreditation program of the Korean Institute of Medical Education and Evaluation (KIMEE) has contributed significantly to the standardization and improvement of the quality of basic medical education in Korea. It should now contribute to establishing and promoting the future of medical education. The Accreditation Standards of KIMEE 2019 (ASK2019) have been adopted since 2019, with the goal of achieving world-class medical education by applying a learner-centered curriculum using a continuum framework for the 3 phases of formal medical education: basic medical education, postgraduate medical education, and continuing professional development. ASK2019 will also be able to promote medical education that meets community needs and employs systematic assessments throughout the education process. These are important changes that can be used to gauge the future of the medical education accreditation system. Furthermore, globalization, inter-professional education, health systems science, and regular self-assessment systems are emerging as essential topics for the future of medical education. It is time for the medical education accreditation system in Korea to observe and adopt new trends in global medical education.
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Timpka, T. "Professional Ethics for System Developers in Health Care." Methods of Information in Medicine 38, no. 02 (1999): 144–47. http://dx.doi.org/10.1055/s-0038-1634172.
Повний текст джерелаАнотація:
AbstractMedical informaticians are multidisciplinary professionals responsible for developing complex technical systems. The aim of this study was to investigate how a code of ethics can help medical informaticians in avoiding design failures. An exploratory case study was performed to identify factors related to failure during system development. The literature on professional ethics was reviewed to derive a preliminary code of ethics. The case study showed that collaboration across individual and professional values is required to avoid failure during system development in health care. Having either the employer or the health care providers in focus for moral judgments may be misleading and cause confusion. The preliminary code emphasizes socialization, education and cooperation rather than enforced compliance. As a code is a distillation of experiences, its major benefit to medical informaticians should be its clarification of the profession’s position in society.
13
Kong, Yuan. "A Study of the Current Situation and Countermeasures of Medical English Talents Training Based on KAQ Education Mode." Theory and Practice in Language Studies 8, no. 6 (June 1, 2018): 694. http://dx.doi.org/10.17507/tpls.0806.21.
Повний текст джерелаАнотація:
In order to cope with the challenge of medical English education, based on reading and researching related data in English Majors in medical colleges and analysis of the current situation of English training in medical colleges in China, this paper explores the medical English specialty cultivation mode, and provide a theoretical reference for the relevant departments to implement education reform. Through the actual investigation, a medical college is compared with other professional medical college English curriculum education system, training system and student satisfaction and opinions on the stage in order to explore the status of English medical personnel professional training. Then, it puts forward the integration methods of medical English training and advice of KAQ model. The aim is to provide theoretical basis and practical guidance for the training of medical English professionals with comprehensive development of knowledge, ability and quality.
14
Koikov, Vitaliy. "The Role of Professional Standards in Regulating the Professional Activities of Healthcare Professionals." Journal of Health Development 2, no. 42 (2021): 4–19. http://dx.doi.org/10.32921/2225-9929-2021-2-42-4-19.
Повний текст джерелаАнотація:
This review is devoted to the analysis of the existing shortcomings in the sectoral qualifications system and the development of suggestions for improving the mechanisms for regulating the professional activities of healthcare professionals in the Republic of Kazakhstan. The main problems in the development of human resources for health care that require a systemic solution include the lack of compliance of training programs and the system of continuous professional development of workers in the industry, a system for assessing professional readiness and admission of health professionals for practical activities to the needs of practical health care, the lack of a clear delineation of the competencies of health professionals by levels qualifications. The above problems are based on the imperfection of the Sectoral Qualifications System due to the absence of the Sectoral Qualifications Framework (covering all professions and professional activities in the health sector) and professional standards (regulating in detail for each qualification level all those labor functions and professional tasks that are necessary for those working in the industry. specialists, as well as the skills, knowledge, and even personal competencies required for this). The implementation of professional standards in the development of educational programs at all levels of education, in the activities of organizations that assess the professional readinesss of healthcare professionals, in the personnel policy of the health system, regions and medical organizations, will ensure that the competencies of graduates of educational programs and specialists working in the health sector correspond to the real needs of practical healthcare. All this will make it possible to achieve greater labor productivity of healthcare professionals, improve the quality of medical and other services provided, reduce the costs of recruiting and enhance the competitiveness of both specialists working in healthcare organizations. Keywords: sectoral qualifications system, professional standards, healthcare professionals
15
Radziievska, Iryna, and Halyna Stepanova. "HISTORY OF THE DEVELOPMENT OF NURSING EDUCATION IN UKRAINE OF THE XX ‒ EARLY XXI CENTURY (HISTORIOGRAPHICAL REVIEW)." Collection of Scientific Papers of Uman State Pedagogical University, no. 2 (June 24, 2021): 6–17. http://dx.doi.org/10.31499/2307-4906.2.2021.236623.
Повний текст джерелаАнотація:
Medical and, in particular, nursing education is an important part of health care reform. The ability of a health worker to take an active part in the implementation of reforms (both as a leader and as an executor) implies continuous professional development, improvement of specialist competencies, starting from the first steps in professional education and ending with postgraduate education throughout the professional period. In this context, the study of the experience of training medical professionals, in particular, junior and middle level, in the past becomes extremely relevant, because it is obvious that to create a new one is possible only on the basis of historical experience.Unfortunately, during the former Soviet Union and the first years of Ukraine's independence, scientists did not have enough opportunities to conduct unbiased research on the history of medical education in the Soviet and post-Soviet periods based on modern methodological bases.The authors reviewed the literature on the development of nursing education in Ukraine in the 20th ‒ early 21st century. The scientific works of this period present a rich factual material that allows us to consider them an important contribution to the history of medical education in Ukraine.The authors note that independent research on the theory and practice of nursing education in the Soviet period was not carried out, so of great value in studying the principles of theoretical and practical training of nurses is the publication of certain aspects of training in specialized professional periodicals.During the years of “perestroika” and the first years of independence, a number of publications were published on generalizing foreign experience on this topic and substantiating proposals to improve the training of nurses, midwives, paramedics, pharmacists and other professionals in the field.The works of Ukrainian medical educators, who have enriched the historical and pedagogical field with new knowledge on the theoretical and professional training of future medical professionals, identified new areas of education and health care reform processes are of particular importance.At the same time, the authors conclude that scientific research reveals primarily various aspects of professional training of future medical professionals with higher education, and there is almost no research on the training of “mid-level” specialists, including nurses.
Keywords: medical education, nursing education, nursing, paramedical staff, medical workers, health care system, medical science, professional training, historiography.
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Spasova, Maria. "CONTINUING EDUCATION OF NURSES IN BULGARIA ORGANIZATION AND DEVELOPMENT." Knowledge International Journal 28, no. 3 (December 10, 2018): 1111–16. http://dx.doi.org/10.35120/kij28031111m.
Повний текст джерелаАнотація:
The dynamics of today's world requires every one of us to maintain, upgrade and refine our knowledge and skills lifelong. For the nurses whose profession is regulated in the EU member states, as well in Bulgaria, continuing education is a key element of their professional development. One of the main objectives of the continuing professional education (CPE) is to contribute to the acquisition of new knowledge and skills in a way, appropriate to meet the needs of а present-day medical practice. The institution that organizes, coordinates, provides and registers continuing professional education of the health care professionals is Bulgarian Association of health professionals in nursing (BAHPN). There are different forms of professional educations – courses, congresses, conferences, seminars, ets. For estimation of the various forms of the continuing education in 2006 have been applied United Credit System (UCS), according to which for participation in each provided form credit points were given. The instrument for registration was the National Electronic Professional Register (NEPR).The aim of this study was to analyze retrospectively the trends in the development of continuing education of nurses in Bulgaria for a period from 2006 until the end of 2017. A database from NEPR with 86866 registered participations was used. Inclusion criterion included that health professionals were nurses, with or without registered CPE participations. The study employed retrospective analysis, documentary and statistical methods.The system of continuing professional education of the nurses in our country is an actively developing system that provides equal access and variety of forms of CPE, credited by BAHPN’s United Credit System. The most preferred form of CPE for the nurses was a traditional course. Participation in other forms of continuing education was under the expected levels and occupied a share of only 14.35% in the total structure of continuing education.The registered number of CPE participations for the observed period is a reason to designate nurses as "learning professionals". Despite the existence of some barriers to participation in continuing education, nurses accomplish their professional ethical commitment by actively building their knowledge and skills. The results of the survey revealed the need of measures to motivate nurses to participate more actively in the different forms of continuing education. Motivation could be achieved through interventions to provide support from the employer and colleagues as well as providing opportunities for sponsoring training and regulating a financial incentive to achieve higher competency.
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Noordegraaf, Mirko. "Remaking professionals? How associations and professional education connect professionalism and organizations." Current Sociology 59, no. 4 (June 29, 2011): 465–88. http://dx.doi.org/10.1177/0011392111402716.
Повний текст джерелаАнотація:
This article highlights connections between professional and organizational logics that might arise outside organizations, especially during professional education. Traditionally, many professionals were educated and prepared for rendering services and securing quality, irrespective of organizational surroundings. Contemporary service surroundings force professional associations to ‘remake’ rank and file professionals, so that professional behaviours become more ‘organizational’. Associations might change educational programmes, for instance, so that their members learn about organizational issues like efficiency, planning and leadership, working conditions, financing systems and risks. Whether and how this really happens, is unclear, however. This article analyses whether professional education connects professionals to organizational logics, and if so, how? Conceptually, various associational mechanisms for connecting professional and organizational logics are explored. Empirically, professional education is studied by focusing on the education of British and Dutch medical doctors. By analysing their education at three levels of analysis — educational guidelines, curricula and educational practices — the article studies whether and how doctors are tied to organizational issues. At each of these levels, it is concluded, changes occur, although most changes are mainly concerned with didactic and competency-based educational philosophies. To some extent, new connections between professionalism and organizations are established, but primarily at the level of general guidelines. Although medical education is reorganized, medical students are hardly equipped for organizational matters.
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Zholudo, A. N., D. N. Os´kin, O. V. Polyakova, and E. G. Vershinin. "DEVELOPMENT TENDENCIES OF THE INCLUSIVE EDUCATION SYSTEM AT HIGHER MEDICAL SCHOOL: ADAPTATION, MAINTENANCE, PROFESSIONAL READINESS." Bioethics 26, no. 2 (November 2, 2020): 32–38. http://dx.doi.org/10.19163/2070-1586-2020-2(26)-32-38.
Повний текст джерелаАнотація:
This article considers the issues of adaptation and organization of the educational process, barrier-free environment and readiness for professional activity of students with disabilities in inclusive education in conditions of inclusive education in a medical university. The relevance of this work is determined by one of the priority areas of state policy in the field of higher education – access to higher education for people with disabilities in inclusive education. Inclusive education at the university is designed to ensure not only the realization of the right of students with disabilities in inclusive education to higher education, but also to solve the problems of socialization and professional demand for such people. In order to improve the process of introducing inclusive education at the Ryazan State Medical University named after Academician I.P. Pavlov, a study was conducted, the main problems and ways of solving them were identified, related to the organization of the educational process, the conditions of the barrier-free environment and the readiness for professional activity of students with disabilities in inclusive education. An increase in the proportion of university teachers who have undergone advanced training in inclusive education also contributes to solving problems. Adaptation of educational programs and educational and methodological support for persons with disabilities includes psychological, pedagogical and tutor support etc. The organization of the educational process using distance education technologies is one of the priority conditions for teaching students with disabilities and/or HIA. The use of this technology makes it possible to significant-ly expand and modify some educational standards for students with disabilities in inclusive education, namely, to create an individual way for each student with disabilities in inclusive education in a medical university. It is proposed to use training techniques such as: online consultation of teachers; VR technologies; availability of training materials 24/7; online webinars that facilitate the inclusion of such students in the educational and research activities of the university. The professionally organized educational space and educational process of the university provide not only a high level of mastery of professional competencies, but also contribute to the formation of personal qualities of students with disabilities in inclusive education, necessary for their successful socialization, life and activity in society.
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Kalyniuk, Natalia Mykolayvna. "On the question of training of future medical specialists on the basis of interdisciplinary integration." Engineering and Educational Technologies 8, no. 2 (June 30, 2020): 44–52. http://dx.doi.org/10.30929/2307-9770.2020.08.02.04.
Повний текст джерелаАнотація:
It is substantiated that one of the effective ways to improve the quality of education is interdisciplinary integration. The interdisciplinary approach based on the new educational standards presupposes, first of all, the ability of the medical education seeker to solve problems and take responsibility; act in an unstable context; motivation of students to study a certain discipline, thorough understanding and comparison; application of the acquired knowledge in practice; broadening the horizons, increasing the independence and creativity of future medical professionals; integration of the acquired knowledge, skills and abilities into one whole and perception of the material mastered during all training as inseparable unity. Methodological aspects of training a future medical specialist in the system of higher professional education in the conditions of interdisciplinary integration are considered. The main directions of improving the professional training of medical students on the basis of integration of different approaches are identified. The importance of applying interdisciplinary integration in the training of future medical professionals on the example of a combination of clinical, bioethical and legal knowledge is substantiated. The issue of application of interdisciplinary integration in the training of medical students is covered. The factors of optimization of the process of training future medical specialists on the basis of interdisciplinary connections are considered. It is shown that the application of interdisciplinary integrative technologies provides grounds for the formation and development of future medical professionals in the field of analytical and critical thinking, which is the key to improving the quality of medical education. It is proved that the professional training of future specialists in the medical field is in dynamic development, which is due to the priority of improving the quality of medical education. It was found that the effectiveness of the integration approach in the training of future medical professionals, in order to improve the quality of their education, requires improvement of the methodological concept in the development of educational and methodological complex of professional training on the basis of interdisciplinary integration. This can be ensured by taking into account the following factors: social demands for professional activity; the specifics of training at clinical departments and the peculiarities of mastering non-core disciplines; providing scientific, informational and methodological support of the educational process; formation and development of future medical professionals of analytical and critical types of thinking. The proposed will ensure high-quality readiness of future medical professionals for their professional activities.
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Marushko, R. V. "Implementation of provider accreditation in Ukraine: the role and responsibilities of providers in continuing medical education/continuing professional development." UKRAINIAN JOURNAL OF PERINATOLOGY AND PEDIATRICS, no. 3(83) (October 2, 2020): 7–15. http://dx.doi.org/10.15574/pp.2020.83.7.
Повний текст джерелаАнотація:
In order to provide the best possible care for patients, medical professionals must constantly learn. Exactly through continuing education that medical workers improve their professionalism in practice. The key link in the system of continuing medical education (CME), continuous professional development (CPD) is a provider or organizer of educational activities, an organization that plans, organizes and conducts educational events for medical professionals. The main requirements for the activities of providers or organizers of CME-CPD are impartiality, independence in planning, preparing and conducting educational events on a regular basis, at a high professional level with the involvement of highly qualified specialists. Purpose — to describe the role of providers in the CME-CPD system, their responsibility in complying with the requirements and standards of accredited education, the peculiarities of their activities during the reform of medicine in Ukraine and integration into the international community in the field of CME-CPD. The recommendations, provided in the article, can be used by CME-CPD participants or stakeholders who are aimed at actively participating in the implementation of a new accreditation system, namely, provider accreditation with its subsequent support and development. On the way to achieving stable results in the organization of CME-CPD, it is important for Ukraine to join the international community of organizations working in the field of CME-CPD, by introducing a new accreditation system, namely, provider accrediting and achieving it substantial equivalence to international standards. No conflict of interest were declared by the author. Key words: continuing professional development, continuing medical education, accreditation, provider, medical specialists, educational activities.
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McCloskey, Cindy B., Ronald E. Domen, Richard M. Conran, Robert D. Hoffman, Miriam D. Post, Mark D. Brissette, Dita A. Gratzinger, et al. "Entrustable Professional Activities for Pathology." Academic Pathology 4 (January 1, 2017): 237428951771428. http://dx.doi.org/10.1177/2374289517714283.
Повний текст джерелаАнотація:
Competency-based medical education has evolved over the past decades to include the Accreditation Council for Graduate Medical Education Accreditation System of resident evaluation based on the Milestones project. Entrustable professional activities represent another means to determine learner proficiency and evaluate educational outcomes in the workplace and training environment. The objective of this project was to develop entrustable professional activities for pathology graduate medical education encompassing primary anatomic and clinical pathology residency training. The Graduate Medical Education Committee of the College of American Pathologists met over the course of 2 years to identify and define entrustable professional activities for pathology graduate medical education. Nineteen entrustable professional activities were developed, including 7 for anatomic pathology, 4 for clinical pathology, and 8 that apply to both disciplines with 5 of these concerning laboratory management. The content defined for each entrustable professional activity includes the entrustable professional activity title, a description of the knowledge and skills required for competent performance, mapping to relevant Accreditation Council for Graduate Medical Education Milestone subcompetencies, and general assessment methods. Many critical activities that define the practice of pathology fit well within the entrustable professional activity model. The entrustable professional activities outlined by the Graduate Medical Education Committee are meant to provide an initial framework for the development of entrustable professional activity–related assessment and curricular tools for pathology residency training.
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Berdutin, Vitaliy Anatolievich, and Aleksandr Valerievich Zaporozhtsev. "Opportunities For Using Soft Systems Methodology In Medical Education." Glavvrač (Chief Medical Officer), no. 11 (November 2020): 23–43. http://dx.doi.org/10.33920/med-03-2011-02.
Повний текст джерелаАнотація:
Further modernization of healthcare in the Russian Federation is directly related to the availability of highly qualified specialists who can easily adapt to rapidly changing circumstances. The current state, as well as the shortcomings of the organization of professional medical education and the functioning of the health care system,raises doubts about the effectiveness of efforts to transform the tuition system and Continuing Medical Education (CME). The leading andragogical principle is the principle of systematic training. A systematic approach to the development of the educational continuum is one of the conditions for ensuring the viability of Russian healthcare in a modern economy. The educational process involves many stakeholders; they perceive it in their own way and pursue different interests. Human individuality is simply ignored in the context of the widespread use of formalized teaching methods, assessment of the content and results of the educational process. This problem is eliminated by applying the soft systems methodology, which flexibly combines the advantages of the systemic and socionic approaches. It harmonizes factors affecting the quality of medical training, contributes to the creation of individual educational trajectories, the formation of systems thinking skills and the development of professional competencies.
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Ivleva, Svetlana, Maksim Zaloilo, Mariya Krivetskaya, Nina Ulianova, and Imam Arsanukaev. "Additional professional education of secondary medical personnel in Russia: a historical and legal excursion." OOO "Zhurnal "Voprosy Istorii" 2021, no. 03 (March 1, 2021): 183–91. http://dx.doi.org/10.31166/voprosyistorii202103statyi23.
Повний текст джерелаАнотація:
The article examines the main historical stages of the formation and reform of the system of additional professional education of middle-level medical workers in Russia, identifies the main trends in its development, analyzes normative legal acts, program and strategic documents regulating the training and advanced training of secondary medical personnel, continuing medical education and professional development. The effectiveness of measures taken to integrate medical specialists into the system of continuing medical education in the context of a new coronavirus pandemic is evaluated.
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Voronenko, Yu, and O. Shekera. "Development of postgraduate medical education in ukraine." Health of Society 9, no. 5 (April 19, 2021): 193–99. http://dx.doi.org/10.22141/2306-2436.9.5.2020.226947.
Повний текст джерелаАнотація:
Background. WHO experts note that there is no generally accepted approach to continuing medical education in Europe today, but there is a general opinion that the quality of medical services depends directly on continuous developing and evaluating professional competencies by medical doctors in their advanced training. Special attention has always been placed in insuring (and constant improving) academic level of education services providers or training programs, on the basis of which medical doctors coordinate their own plans for obtaining the necessary professional knowledge and skills. The most important precondition for ensuring advanced training is the creation of a unified accreditation system for education services providers or training programs, as well as the "collective responsibility" of all participants in medical education settings. The purpose was to investigate the development of medical postgraduate and continuing education system in Ukraine on the example of the leading national postgraduate education establishment, Shupyk National Medical Academy of Postgraduate Education. Materials and methods. Archival materials. We used the general (universal) method, historical and logical methods in researching. Results. According to the definition of the World Federation of Medical Education (WFME), postgraduate medical education is the phase of medical education in which medical doctors develop their competences after completion of their basic medical qualification. This education phase is carried out in accordance with specific rules and instructions. Postgraduate medical education includes preparation for certification and/or licensure, industrial/professional training, specialization and narrow specialization, as well as other formalized training programs for developing certain expert functions. Being a part of the continuum of medical education postgraduate education is included in continuing medical education (CME) or continuing professional development (CPD). According to the WFME definition, CPD refers to training medical doctors, which begins after completion of their basic and postgraduate medical education and continues thereafter throughout the professional life of each medical doctor. Modern medicine development is currently going on at an extremely rapid pace, and medical doctors’ skills and knowledge are rapidly becoming obsolete. The article traces the introduction of postgraduate medical training in Ukraine on the example of the National Medical Academy of Postgraduate Education (NMAPE). Conclusions. The introduction of postgraduate training for medical doctors in Ukraine is studied on the example of more than 100 years of NMAPE activity, which allows to state that combining research & innovation, training and medical practice enabled the education establishment to become an example to follow and the role model in educational & methodical activity in postgraduate medical and pharmaceutical education settings.
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Gupta, Sonu, Ravinder Nath Bansal, Surender Pal Singh Sodhi, and Gursimrat Kaur Brar. "Evaluating Indian Professionals Knowledge for Innovation and Need for Patent Education." Utamax : Journal of Ultimate Research and Trends in Education 3, no. 2 (July 28, 2021): 68–79. http://dx.doi.org/10.31849/utamax.v3i2.6904.
Повний текст джерелаАнотація:
The Patent system encourages invention, disclosure, and investment. Several patents are granted in medical sciences, but a misconception remains with health care professionals regarding criteria for patentability of their valuable invention. Though the Indian Patent system has promoted the progress of science and technology, its scope has not been extended to treatment procedures in medical and dental sciences. This research was conducted to assess the knowledge and awareness of health care professionals about the Indian patent system. The study was conducted to assess the awareness and knowledge of the Indian patent system and the need for patent education among professionals of different streams. This cross-sectional study was carried out among private practitioners of different streams (medical and dental, ayurvedic, and homeopathic). Results made a poor show of patent education and knowledge. Only 6% of participants had more than 50% knowledge regarding this topic. Since educational institutions are opting for accreditations. Research and innovation is an important criterion for that. This study highlighted that there is a great need for patent education for professional and institutional growth.
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Уразалина, С. Ж., Н. Б. Байтасова, and Р. М. Бердыханова. "THE MAIN ASPECTS OF COMPETENCE-BASED MEDICAL EDUCATION." Vestnik, no. 2 (June 25, 2021): 271–76. http://dx.doi.org/10.53065/kaznmu.2021.81.76.047.
Повний текст джерелаАнотація:
Повышение квалификации медицинских работников представляет собой одну из важнейших проблем, объединяющих системы здравоохранения и образования. Компетентность формируется на основе знаний, навыков и действий таким образом, что медицинские работники сохраняют их в течение всей своей профессиональной жизни. Конечная цель медицинской подготовки: ожидание, что врачам, ординаторам, специалистам, которых мы выпускаем, можно доверять, чтобы обеспечить высокое качество и безопасность медицинской помощи. В данной статье рассмотрены ключевые аспекты в сфере образования врачей, применяемые за рубежом, в первую очередь в США. Рекомендуется создание компетентностно-ориентированных образовательных программ, которые должны быть разработаны так, чтобы объем изучаемого материала (предмета) был разделен на части, обеспечивающие тесную связь с клинической практикой и которые можно хорошо контролировать, оценивать, документировать и сертифицировать. Professional development of physicians including continuous learning is one of the most important problems that unite the health care and education systems. Professional competence is based on the knowledge, skills and actions in such a way that physicians maintain them throughout their professional life. The ultimate goal of medical education is to expect that the doctors, residents, and specialists we graduate can be trusted to ensure the highest quality and safety of medical care.In this article are discussed the key aspects of doctors education system abroad, primarily in the United States. It is recommended to create competence-based educational programs, which should be designed so that the volume of the studied material (subject) will be divided into parts that provide a close connection with clinical practice and which can be well controlled, evaluated, documented and certified.
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Tait, Jo, and Mike Cummings. "Education, Training and Continuing Professional Development in Medical Acupuncture – a Contemporary Overview." Acupuncture in Medicine 22, no. 2 (June 2004): 75–82. http://dx.doi.org/10.1136/aim.22.2.75.
Повний текст джерелаАнотація:
Most medical and complementary medicine practitioners will have some awareness of the government-driven requirement to set and maintain explicit standards for education and professional development. For many doctors, revalidation has become a concern because they worry that it will raise the requirements for practice and increase bureaucratic documentation in support of the process. For those who have integrated complementary practices into their work within the National Health System, issues of registration and regulation add a further complication. The publication of the Department of Health consultation document on proposals for statutory regulation of herbal medicine and acupuncture in March 2004 raises issues of particular significance for medically qualified practitioners (such as ‘medical acupuncturists’), and other health professionals whose practice includes complementary skills. This paper focuses on the educational implications of these recent developments and offers an informed perspective that includes a reflection on how education and training (as initial training and as continuing professional development) can best meet the needs of acupuncture practitioners in this fast-changing environment.
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Iliasova, Yuliia. "Professional Training of Junior Medical Staff: European Experience." Comparative Professional Pedagogy 7, no. 4 (December 1, 2017): 120–25. http://dx.doi.org/10.1515/rpp-2017-0059.
Повний текст джерелаАнотація:
Abstract The article covers current problems of professional training of junior medical staff. The main disadvantages of Ukrainian system of medical education that impede the intention of improving quality of professional training of junior medical staff have been analyzed. European experience in organizing medical education, namely, in Great Britain, Georgia, Italy, Poland and France has been studied. It has been determined that foreign experience in training medical junior staff differs from that in Ukraine. Comparative characterization of European and Ukrainian experience in training future nurses and midwives has been presented. The advantages of European professional training of future medical junior staff have been highlighted. It has been found out that in Europe more attention is paid to clinical disciplines than in Ukraine due to an increase in the number of academic hours allocated for practical training at clinical sites. The author emphasizes importance of independence in the process of training future junior medical staff in European educational space. The need for introducing into the education process of professional medical training in Ukraine communicative disciplines, including Pedagogy, which have long been used in medical education in Europe, has been specified. The author has considered the main features of apprenticeship being a new form of training in Ukrainian medical education that combines theoretical training and paid hospital placement. It has been concluded about European innovative trends in Ukrainian medical industry and gradual introduction of continuing consecutive education. It has been stressed that it is rather relevant to incorporate positive aspects of foreign experience in organizing medical education into modern reforms as well as new curricula in Ukraine.
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Rizakhanova, O. A., E. A. Melnikova, V. N. Filatov, and N. T. Gonchar. "USING QUALITY EVALUATION CRITERIA FOR EDUCATIONAL SERVICES IMPROVEMENT IN THE CHALLENGING POST-GRADUATE MEDICAL EDUCATION CONDITIONS." HERALD of North-Western State Medical University named after I.I. Mechnikov 9, no. 2 (June 15, 2017): 109–13. http://dx.doi.org/10.17816/mechnikov201792109-113.
Повний текст джерелаАнотація:
The article is devoted to the research of evaluation criteria of the educational services' quality and search possibilities of these criteria analysis influence on educational process improvement. The work presents theoretical analysis of the problem of assessment of the quality of education in the conditions of additional professional education system reform in Russia. The article presents data from retrospec- tive analysis of questionnaires from the trainees of the department of Public Health, Economics and Management in Health Care System on the questions, related to the quality of educational process in the frame of the post-graduate training courses and primary professional education. The work presents retrospective analysis of the education quality assessment based on the testing methods of professional competencies of trainees. Approaches towards educational process, proposed in the research, aimed to help in the objective assessment of the readiness of the suppliers and end-users of educational services in the professional medical additional professional education to implement new forms of education in the conditions of the challenging professional education in Russia.
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Radziievska, Iryna. "The analysis of pedagogical technologies efficiency in the professional training of medical specialists." ScienceRise: Pedagogical Education, no. 2(47) (March 31, 2022): 35–43. http://dx.doi.org/10.15587/2519-4984.2022.254833.
Повний текст джерелаАнотація:
The formation of professional readiness of graduates through the development and improvement of the professional education system is an important criterion for a medical specialist. It is achieved by introducing modern pedagogical technologies into the educational process. The key to the formation of professional readiness of graduates is the use of interactive teaching methods, technologies of a person-oriented approach, formation of students’ communication skills, contextual, imitation and problem-search methods, close cooperation of higher medical education institutions with clinical practice bases, information support, postgraduate training of teachers and graduates of educational institutions, adaptation to new market conditions.
Based on the conducted research, the following can be concluded: the effectiveness of the application of modern pedagogical technologies in the professional education of medical specialists has prospects for its development, forms a competitive and popular specialist in the labor market; medical education is one of the professional education types and contains a system of knowledge, skills, worldview and behavioral qualities of an individual; the main components for improving the formation of professional training of graduates are clinical training, innovative training methods, support for graduates in the workplace, self-education, motivation, readiness for continuous training and professional development; in the structure of professional training, the most important is psychological readiness of graduates of educational institutions, determined by the mood of the specialist’s psyche and spiritual forces to solve professional problems and perform professional duties. The scientific originality of the obtained research results is determined by the fact that the paper presents an analysis of the effectiveness of modern pedagogical technologies in the training of students of graduation groups of specialty 223 Nursing, in order to estimate the degree of importance of mastering their professional skills for their successful professional activity and assessment by graduates of their knowledge, skills and abilities necessary in the future for high-quality performance of professional tasks
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Song, Siqing, and Wei Zhou. "Research on Teaching Reform of Medical Cosmetology Practice in Higher Vocational Education based on Professional Ability Training." BCP Education & Psychology 3 (November 2, 2021): 184–89. http://dx.doi.org/10.54691/bcpep.v3i.35.
Повний текст джерелаАнотація:
The main task of higher vocational colleges is to train application-oriented skilled professionals for local and community economic construction and social development. Practical teaching is an indispensable part of higher vocational teaching system, and it is the most important way and means to cultivate professional quality and professional ability. It plays an important role in the education and teaching process of training high-quality technical skilled talents. According to the training objectives and employment market investigation and analysis, we believe that the professional ability should be the core in the training of medical beauty technology professionals in higher vocational colleges, and traditional teaching should be reformed, practical teaching should be emphasized, and a set of practical teaching mode should be explored. Under the condition of social market economy, it requires workers not only to have excellent technical skills, but also to have strong psychological quality, ideological quality, physical quality, aesthetic quality and role quality. This paper analyzes and summarizes the contents and implementation strategies of practical teaching of medical beauty technology specialty, in order to improve the teaching level of medical beauty technology specialty.
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Khvalyboha, T. I. "SYSTEM OF ADVANCED TRAINING FOR MEDICAL SCHOOLS TEACHERS’ IN THE USA." Медична освіта, no. 4 (February 2, 2022): 117–22. http://dx.doi.org/10.11603/m.2414-5998.2021.4.12700.
Повний текст джерелаАнотація:
It has been established that advanced training of medical school teachers in the USA has two directions: the deepening of pedagogical competence and clinical and medical competence. An overview of the historical development of the teachers’ advanced training system has been made. The emphasis is placed on the role of globalization processes in the organization of advanced training. It has been established that in the USA in the field of advanced training, the emphasis is placed on consultations and strengthening of collegiality, as opposed to many other countries where advanced training is aimed at developing strategic approaches to improving teaching and learning at institutional level. The following conclusions have been made the development of the system of professional development of teaching staff in the USA is regulated by the activities of the US Department of Education for the organization of an effective system of university teachers’ advanced training; the reform of the American system of professional education and the improvement of the legal and regulatory framework of the system of advanced training resulted from the changing of socio-economic paradigm in society; the experience of the advanced training abroad became a necessary driving force for the implementation of an optimal system in the United States. It has been established that professional associations and organizations engage in the professional development of teachers at the national level. In addition to special institutions and agencies, most medical schools in the United States have separate divisions responsible for conducting advanced training courses for the faculty. These divisions include independent departments (for example, the Academy of Medical Teachers) or units of academic or other departments. The activities of the medical educators’ advanced training programs in the USA are carried out in the following areas: application of technologies in education, academic leadership, development of professional communication, development of the innovative evaluation techniques, conflict management, work in a multicultural environment, etc.
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Yakovyshena, Liudmyla. "Professional Training of Medical Specialists: International Experience." Comparative Professional Pedagogy 8, no. 4 (December 1, 2018): 60–64. http://dx.doi.org/10.2478/rpp-2018-0055.
Повний текст джерелаАнотація:
Abstract The article deals with international experience in medical professional education and analyzes the modern trends in professional training of junior medical officers, specificity of their professional training in 1 and 2 accreditation levels institutions of higher medical education in the context of the European integration process. Subject Benchmark Statements of Ukrainian higher education were defined as a list of requirements for knowledge, abilities and skills in solving professional tasks. It is emphasized that targeted development of professional competecy is viewed as the most important practical objective of an educational institutions. It is specified that professional training of future nurses in Ukrainian medical colleges is characterized by certain advantages and disadvantages. Ukrainian and international experience in medical education was comparatively analyzed. The American, Canadian and European systems of professional training for medical specialists were considered. It is found that American colleges provide comprehensive and multilevel training for nursers. It is highlighted that integrated three-hour classes are the leading form of the education process organization in Canada. It combines theoretical and practical training. Considerable attention was paid to determining the current trends in the organization and functioning of nurse education in Europe, the USA and Canada. Based on the analysis of professional training junior medical officers in some European countries, the USA and Canada, it is concluded that it is esseintial to take into account positive aspects of European, American and Canadian experience in nure education while planning reforms in Ukraine.
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FASTIVETS, A. "GENESIS AND CURRENT STATE OF PROFESSIONAL TRAINING OF PHYSICAL THERAPY AND ERGOTHERAPY SPECIALIST TO BE IN HIGHER EDUCATIONAL SYSTEM OF UKRAINE." Pedagogical Sciences, no. 77 (August 28, 2021): 49–54. http://dx.doi.org/10.33989/2524-2474.2021.77.239290.
Повний текст джерелаАнотація:
The genesis and current state of professional training of physical therapy and ergotherapy specialist to be in higher educational system of Ukraine is characterized and generalized on a basis of theoretical analysis of scientific literature. It is established that physical therapy (rehabilitation) considerably differs from other specialties in the system modern higher professional education because physical therapy and ergotherapy specialist to be should be well-oriented in professional field, see the perspectives of its further development and improvement. Physical therapist’s professional activity considered to be a system of purposeful application of professional skills which are based on professionally oriented knowledge and ensure their conscious use for meeting the goal and professional tasks solving. The perspective ways of development of physical therapist’s professional status in Ukraine are defined. It is proven that professional activity of physical therapy (rehabilitation) and ergotherapy specialist is oriented to educational anthropology sphere and provides the following types of professional activity: sports and education, recreational and leisure, rehabilitation and health-improving, educational and professional, correction, organizational and organizational and administrative. On the basis of analysis of the complex of literary sources it is established that the structure of professional training includes professional knowledge (special, methodical, psychological and educational), professional skills (didactic, organizational, constructive, prognostic, communicative) and personal qualities (values, skills, character). The concept of “competence of physical therapist, ergotherapist” which was established by the document of professional education, includes: the competence in the field of physical therapy and ergotherapy theory, competence in the field of modern rehabilitation technologies and methods, competence in projecting and rehabilitation systems, competence in professional interaction with rehabilitation process participants (members of multidisciplinary team, patients, patients’ family members/guardians), competence in investigation theory and practice in the field of physical therapy and ergotherapy, competence in medical innovations, competence in organization and management, competence in professional self-development.
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Burlova, Natal'ya. "Nursing administrators' using the system approach in evaluation of ongoing professional education of nurses." Medsestra (Nurse), no. 7 (July 1, 2020): 45–51. http://dx.doi.org/10.33920/med-05-2007-08.
Повний текст джерелаАнотація:
Purpose of the study was the substantiation of using the model, personalised evaluation of the results of ongoing medical education of middle-level specialists for the subsequent planning of a specialist's educational paths based on multi-factorial analysis. Results. It has been established that using the model based on mathematical modelling allows monitoring the ongoing professional development of each specialist, drawing up a plan based on data on how to create an individual educational path according to the most significant factors improving the result of ongoing medical education. Conclusion. The further studying of using the method of the formalized evaluation into the evaluation of the results of ongoing medical education is necessary.
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Appleyard, James, Juan Mezzich, and Tesfamicael Ghebrehiwet. "Development and Implications of the Zagreb Declaration on Person-centered Health Professional Education." International Journal of Person Centered Medicine 4, no. 1 (October 14, 2014): 8–13. http://dx.doi.org/10.5750/ijpcm.v4i1.463.
Повний текст джерелаАнотація:
The aim of this paper is to describe the development of the 2013 Zagreb Declaration on Person-centered Education and Training and to provide additional information on the action point areas identified during the Declaration’s development process. It is a living document and further suggestions for refinement at our annual Geneva Conferences are welcome.The current health profession educational system, including educators and professional role models, is dominated by professionals trained and practiced in a biomedical system of care focused on the diseases of individuals. There is less emphasis on their personal values and choices within a holistic care paradigm. There is a need for reorienting the education of medical and other health professionals towards person centered approach.Main areas of action include: enhancement of the conceptual bases of professional training and public education; analysis and optimization of the organization and culture of educational institutions; selection of educators and students who are suited to the goals and responsibilities required of health professionals; and promoting curricular developments that have person-centered guiding principles’.
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Ufimtseva, Marina A. "The experience of application of remote educational technologies in the system of post-graduate training." Health Care of the Russian Federation 60, no. 6 (May 24, 2019): 329–31. http://dx.doi.org/10.18821/0044-197x-2016-60-6-329-331.
Повний текст джерелаАнотація:
The continuous medical education requires development and implementation of modern approaches to enhancement of theoretical and practical training of personnel using modern educational technologies adapted to international requirement and needs of national health care and permitting to train for medical institutions personnel capable on high professional level to resolve problems of modernization of health care and development of quality of medical care ofpopulation. The article describes technological process of organization of webinars on clinical chair of medical university. The advantages and difficulties are discussed related to implementation of such form of interactive studies as webinar into system of continuous professional education.
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Pechyborsch, V. P., V. M. Yakimets, P. B. Volyansky, V. M. Mikhailov, O. S. Tverdokhlib, and E. M. Horoshun. "Improvement of qualification of management staff authorities and medical protection specialists in civil protection." Medicine Today and Tomorrow 90, no. 1 (March 31, 2021): 62–73. http://dx.doi.org/10.35339/msz.2021.90.01.07.
Повний текст джерелаАнотація:
Modern sources of danger make new demands on the system of advanced training of managerial staff of government agencies and medical professionals whose activities are related to the organization and implementation of measures for civil protection. Improving their skills is aimed at forming readiness to perform complex tasks in a single state system of civil and its component – medical protection and involves the development of new general theoretical and special-technological and medical knowledge, expanding the range of skills and practical skills. The paper, based on logical analysis, reveals the features of professional development of government officials and medical professionals on civil protection in modern conditions, substantiated proposals to improve the process of their training. As a result of the study, the state of affairs was studied and it was argued that the optimization of improvement and professional development of government and medical specialists of the system of emergency care and disaster medicine on civil and medical protection as a functional subsystem in a single state civil protection system provides an organic combination different forms, methods and content of education, depending on the capabilities of the educational institution and the needs of the person. The above is not possible without the introduction of a rational construction of universal design during the educational process in a higher education institution, a civil defense institution. The urgency of these issues is confirmed by the course of our country for integration into the European Union, and this requires, in modern conditions, systematic improvement of the educational process and optimization of the level of professional development of these categories of personnel using the experience of developed countries. that meet world standards and requirements of today. Keywords: advanced training, managerial staff of government bodies, medical specialists, civil protection, emergency situation.
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Skrypnikov, P. M., T. P. Skrypnikova, T. A. Khmil, O. E. Berezhnaya, and O. M. Bieliaieva. "FORMS OF INFORMATIONAL EDUCATION IN THE DEPARTMENT OF POST EDUCATION OF DOCTORS OF UMSA." Ukrainian Dental Almanac, no. 1 (March 6, 2019): 44–47. http://dx.doi.org/10.31718/2409-0255.1.2019.09.
Повний текст джерелаАнотація:
The modern medical education is at the stage of fundamental transformations, that is characterized by continuity and variability, so this improvement should be guided by the requirements of the needs of the individual and society. Expansion of educational space and strategies has led to the emergence of concepts of information education and new models of professional development. Self-education in the healthcare sector is a self-organized acquisition of professional competencies by health professionals in day-to-day work related to professional and civic activities, which is the most prolonged and continuous period of human life. The main forms of informal education in dentistry include: participation in professional meetings, seminars, scientific and practical conferences, symposiums, congresses, exhibitions, simulation trainings, master classes, practical skills training courses, internships in clinics in other countries, distance learning, including electronic through professional Internet resources. Information education also includes such activities as a community of professional interests, regular reading of professional literature, travel, visits of medical institutions, writing articles on professional topics. The prospects for the development of medical education are determined by innovative approaches. An important place in the implementation of innovations is the long-term cooperation of the department of postgraduate education of dental doctors of UMSA with private dental clinics and cabinets in Poltava, which allows the introduction of new types of training, dental techniques, technologies, devices and tools. Thus, the clinic "Professor's dentistry" has the highest standards in the prevention and treatment of dental diseases, unique software. This is the first and only dental clinic in Ukraine, where a comprehensive system solution for infectious safety of patients and standards of hygiene of the MELAG company is presented. In order to encourage dental practitioners, to improve their knowledge and skills, for the 20 years in a row, the All-Ukrainian Professional Competition "The Way to the World of Excellence" is being held to demonstrate the quality of therapeutic work at the Department of Postgraduate Education of Dentistry Doctors. During the period of the event since 2000, it was attended by 153 dentists. In 2019, the feature of the XX All-Ukrainian Professional Competition of Doctors-Dentists "The Way to the World of Excellence" was holding of clinical competitions on the basis of the clinic "Professor's Stomatology". As part of the celebration of the International Day of Dentist, the Department held an All-Ukrainian Training Seminar "The Way to the World of Excellence", which had a large audience this year due to the high interest of intern doctors. The event was aimed to improve knowledge and skills in restoring of damaged teeth in adhesive technology, gain in experience. Informational education creates conditions for the development of professional self-knowledge of the future specialist: a conscious attitude towards their professional needs, motives, and abilities. Such forms of informational education as the All-Ukrainian professional competition of dental doctors "The Way to the World of Excellence" and the training workshop can reveal the presence of professional interest among interns, coordinate the lifestyles of future specialists who seek professional self-improvement and the realization of their potential.
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Plavunov, N. F., O. V. Logvinova, A. B. Khisamov, A. V. Kolesnik, and A. G. Buzin. "SYSTEM OF CONTINUOUS MEDICAL EDUCATION FOR THE EMERGENCY MEDICAL SERVICE MEDICAL PERSONNEL PERFORMED BY ELECTRONIC EDUCATIONAL TECHNOLOGIES. THE ROLE OF THE PROJECT DURING THE COVID‑19 PANDEMIC." EMERGENCY MEDICAL CARE 21, no. 3 (October 14, 2020): 4–10. http://dx.doi.org/10.24884/2072-6716-2020-21-3-4-10.
Повний текст джерелаАнотація:
The review paper presents experience of implementation of an educational project - the permanent education system of a large medical facility of Moscow city emergency medical system. Basic project features are given regarding it’s usage and role in pandemic period. We suppose the information given in the paper to be useful for specialists in the spheres of healthcare management in public administration, management of medical organizations and professional medical education.
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Zhbannikov, P. S., and V. I. Gorokhov. "Modern Approaches to Continuous Professional Education of Specialists at Medical University." Vysshee Obrazovanie v Rossii = Higher Education in Russia 28, no. 8-9 (September 20, 2019): 149–57. http://dx.doi.org/10.31992/0869-3617-2019-28-8-9-149-157.
Повний текст джерелаАнотація:
The article addresses the issues of transition of additional professional education to a qualitatively new system – continuous medical education, which requires updating the structure of the organization of the educational process, as well as the content of additional professional programs. In 2016–2019 more than 300 completely new development programs have been worked out, reviewed and approved on the educational portal of the Ministry of Public Health of the Russian Federation. In 2016 Yaroslavl State Medical University has joined the project “Creation of model lean clinics” for promoting the principles of lean-management in healthcare. The main emphasis in the additional professional programs aimed at training medical specialists in the sphere of lean management is made on using simulation technologies. As a result, the University has developed an educational project based on simulation technologies “Process Factory PoLeanClinic” entailing the total immersion of participants in typical process with the aim to reveal, minimize, and forecast the losses and to raise the efficiency of medical organization. Since 2017 the University implements the concept of continuous professional education of teachers. This concept includes three basic elements: 1) continuing education in research and pedagogical activities; 2) continuing medical (pharmaceutical) education; 3) self-education. The elaborated learning modules for teachers’ continuous education are based on the actual needs for acquisition or development of professional competences.
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Delva, I. I., N. V. Lytvynenko, M. Yu Delva, V. A. Pinchuk, and A. M. Kryvchun. "SIMULATION IN MEDICAL EDUCATION: HISTORY OF THE DEVELOPMENT." Актуальні проблеми сучасної медицини: Вісник Української медичної стоматологічної академії 19, no. 2 (July 19, 2019): 183–85. http://dx.doi.org/10.31718/2077-1096.19.2.183.
Повний текст джерелаАнотація:
Simulation may be a useful tool to improve clinical skills during the professional medical training. In this work we consider simulation as artificial representation of a certain real-world system, process or situation used for professional training. This tool is designed to enhance clinical competence and to provide medical teaching in controlled and safe conditions without any risks for both patients and students. Using simulation teaching allows students to acquire occupational skills through making mistakes and learning from them without the fear of being distressed or distressing the patient before the first independent manipulations will have been done. Moreover, simulation aids are designed to provide accurate assessment of the quality of the manipulation performed. The aim of this article is to review the history and methodology of simulation teaching in medical education. The simulation as a teaching tool has been known in medicine since ancient times. Aviation and airspace industries have been using simulation-based training for many years and medical education has borrowed some approaches from them. In the sixties of the last century there was created a simulation system for cardiopulmonary resuscitation; in 1964 actors were invited to play roles of patients and soon, in 1968, a cardiologic patient simulator were created. During the last two decades of the XX century there were designed software and computerized systems that could imitate physiological reactions. At present, interactive virtual training programs are being extensively introduced into educational activity. In 2014 the first Ukrainian Training and Innovation Centre for Practical Medical Training was established. The effectiveness of simulation training has been confirmed by extensive use throughout the world for many years. Together with conventional time-tested methods, simulation is a powerful educational tool as it imitates real occupational tasks.
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Kuburovic, Nina, Velimir Dedic, Slavisa Djuricic, and Vladimir Kuburovic. "Determinants of job satisfaction of healthcare professionals in public hospitals in Belgrade, Serbia - cross-sectional analysis." Srpski arhiv za celokupno lekarstvo 144, no. 3-4 (2016): 165–73. http://dx.doi.org/10.2298/sarh1604165k.
Повний текст джерелаАнотація:
Introduction. The quality of health care significantly depends on the satisfaction of the employees. Objective. The objective of this study was to establish the level of professional satisfaction of healthcare professionals in state hospitals in Belgrade, Serbia, and to determine and to rank the factors which impact on their satisfaction or dissatisfaction. Method. Professional satisfaction survey was designed and conducted as a cross-sectional study in 2008. Completed questionnaires were returned by 6,595 healthcare professionals from Belgrade?s hospitals. Statistical analysis was performed using the Student?s t-test, ?2 test and ANOVA. Factor analysis was applied in order to define determinants of professional satisfaction, i.e. dissatisfaction. Results. This study showed that the degree of professional satisfaction of Serbian healthcare professionals was low. The main causes of professionals? dissatisfaction were wages, equipment, the possibility of continuous medical education/training and the opportunities for professional development. Healthcare professionals with university education were more satisfied with all the individual aspects of job satisfaction than those with secondary school and college education. Conclusion. There were significantly more healthcare professionals satisfied with their job among males, older than 60 years, in the age group 50-59 years, with managerial function, and with 30 or more years of service. Development strategy of human resources in the Serbian health care system would significantly improve the professional satisfaction and quality of the provided health care.
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Dudina, Oksana. "KEEPING PHYSICIAN’S PROFESSIONAL COMPETENCE CURRENT AND RELEVANT TO MODERN PRACTICE: THE NEED FOR LIFELONG LEARNING." Scientific Journal of Polonia University 42, no. 5 (February 12, 2021): 66–70. http://dx.doi.org/10.23856/4209.
Повний текст джерелаАнотація:
The article describes main features of continuing professional medical education in contemperory world influenced by the pandemic COVID-19. The aim of the research is to study the basics of management of the effectiveness of doctors and paramedics training based on lifelong learning. A new model of a healthcare professional competence is reviwed in the article. The analytical method was used as a research method while analyzing scientific and pedagogical literature. The prospective development of modern medicine is impossible without continuous medical education, which dynamically encompasses not only the majority of scientific disciplines, but also a multifaceted spectrum of innovative technologies. The proposed key directions of management of the effectiveness of doctor’s training in the COVID-19 situation are based on the main principles of the implementation of the concept of medical lifelong learning. At the present stage of healthcare system in Ukraine a lot of qualified professionals in many specific specialties are needed. The country also needs creative individuals who are able to acquire the necessary professional competences through lifelong education.
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Marushko, R. V., D. O. Bakhtiiarova, S. R. Klai, and D. M. Zahorodniuk. "Some issues on accreditation within framework of continuing professional development of medical specialists in Ukraine: international experience and requirements." Modern pediatrics. Ukraine, no. 7(119) (November 29, 2021): 6–13. http://dx.doi.org/10.15574/sp.2021.119.6.
Повний текст джерелаАнотація:
Continuing medical education (CME) or continuing professional development (CPD), which is currently being implemented in Ukraine, is an education throughout a professional career, which allows medical healthcare providers effectively perform their professional duties with the best results. This is achieved thanks to the coherent cooperation of accreditation bodies, providers or organizers of CPD and medical specialists, as well as by introducing an effective model of accreditation, which ensures that providers are provided medical workers with the proper education. Purpose — to describe the basic principles of educational activity within the framework of CPD, based on the provider accreditation model which is currently generally recognized and most effective in the world. Recommendations provided in the article can be used by the CME/CPD participants or stakeholders who are aimed at active participation in the implementation of a new accreditation system. Key words: continuing professional development, continuing medical education, accreditation, provider, medical specialists, education activities.
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Kushnir, Iryna. "DISCOURSE APPROACH IN THE SYSTEM OF TRANING OF THE UKRAINIAN LANGUAGE OF FOREIGN STUDENTS OF MEDICAL SPECIALTIES." Educological discourse, no. 3 (2020): 37–52. http://dx.doi.org/10.28925/2312-5829.2020.3.3.
Повний текст джерелаАнотація:
The article describes the main characteristics of the discourse approach in the system of teaching Ukrainian as a foreign language and the main components of the Ukrainian-language medical scientific-academic discourse as a basis for selecting the content of language education of foreign medical students of Ukrainian universities. By participating in the Ukrainian-language medical discourse, foreign medical students gain professional knowledge and the opportunity to become subjects of communicative practices of professional communication with equal professionals and various members of Ukrainian society (patients), to whom the future doctor's professional activity is directed. The author cites the following content components of the system of teaching Ukrainian as a foreign language: communicative roles of the subjects of medical discourse that regulate the communicative needs of foreign students; appropriate communicative intentions and strategies, tactics of realization of these intentions; genre forms of medical discourse; situational and thematic organization; basic communicative units of realization of medical discourse. Linguodidactic interpretation of this kind of medical discourse allowed to formulate partial principles of selection of language and speech materials for teaching Ukrainian as a foreign language. The characteristics of the essence and components of medical scientific-academic discourse are given in the article, the principles of selection of educational materials for teaching Ukrainian as a foreign language are singled out are the communicative-linguistic basis of language education of foreign medical students. The linguo-methodical interpretation of the studied phenomenon will help in the selection of language material and the creation of methodological developments and manuals on the Ukrainian language for foreign students; in the choice of teaching methods and techniques necessary for the formation of cognitive-linguistic skills of decoding / coding of a communicative event by instrumentality of a foreign (Ukrainian) language.
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Ruadze, Ekaterine, Ekaterine Cherkezishvili, Elisa Roma, Kieran Walsh, Tamar Gabunia, and Amiran Gamkrelidze. "Multistakeholder perspectives on the strengthening and embedding of mandatory continuing medical education in Georgia: a qualitative study." BMJ Open 11, no. 12 (December 2021): e052686. http://dx.doi.org/10.1136/bmjopen-2021-052686.
Повний текст джерелаАнотація:
ObjectiveContinuing medical education (CME) is a vital component of health systems. Setting up a CME system is a complex task, requiring involvement of stakeholders including educators, learners, institutions and policy makers. The aim of the study was to conduct qualitative research involving multiple stakeholders to explore the perceived effectiveness and shortcomings of the CME system in Georgia, its place in the health system and potential means of improving it.DesignThis is a qualitative study. All data were collected using semistructured individual interviews. The questions were derived from the relevant literature. Data analysis was conducted using comparative strategy.ParticipantsWe interviewed individuals from CME providers, medical establishments, the professional development board (PDB), and the Regulatory Agency for Medical and Pharmaceutical Activities. We thus interviewed 23 people (11 people from CME providers, 8 people from medical establishments, 3 PDB members and 1 person from Legal Entity under Public Law Regulatory Agency for Medical and Pharmaceutical Activities).ResultsGeorgia has had experience of mandatory CME in the past, which had been criticised for its poor quality and bureaucratic processes. CME is viewed as an essential developmental process for medical professionals, the outcome of which is to deliver high-quality medical care. Our interviewees identified a clear need for high-quality CME courses. However, significant challenges that need to be overcome include financial barriers, doctors’ attitudes to CME, a lack of CME courses in all medical specialties and relatively weak professional associations.ConclusionCME is widely recognised as an essential pillar in providing quality medical care. Establishing high-quality CME requires a strategic and holistic approach. In order to ensure the sustainable and effective implementation of the CME process, we need to take into account stakeholders’ interests and expectations, the socioeconomic status and development of the country, and past experiences of all relevant individuals and organisations.
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Striukov, V. V., T. V. Grynko, O. P. Krupskyi, and R. G. Vazov. "Current state and strategic directions of development of state management of nursing education in Ukraine." Medicni perspektivi 27, no. 1 (March 30, 2022): 174–83. http://dx.doi.org/10.26641/2307-0404.2022.1.254469.
Повний текст джерелаАнотація:
The article presents the results of the study of the current state of public administration and strategic directions of development of nursing education in Ukraine by on the example of Dnipropetrovsk region. The region was chosen because it ranks second in Ukraine in terms of population (first place Donetsk region). The purpose of the study is to determine the strategic prospects for reform and effective development of the medical sector, in particular the education system of health workers on the basis of the study of the current state of public health management. The article has a conceptual nature, so the following research methods were chosen: systematization and generalization; analysis and specification; abstract-logical. An analysis of the scientific database of domestic and foreign researchers found that public administration of the secondary medical education system, including the health care system, is in crisis and is characterized by globality, longevity and complexity. According to the results of statistical processing of primary data, it was found that despite the high level of graduates in the specialty «223 Nursing» of degrees professional junior bachelor and bachelor for five years (from 2016 to 2020) the number of nurses decreased by 21.6004% and this negative trend continues. State management of nursing education was defined as a special type of professional activity, the purpose and result of which is to ensure, support life and dynamic development of the industry whose main mechanisms are: regulatory-legal, coordination, organizational-motivational, educational-pedagogical, economic. The article emphasizes the need to develop strategic directions for the development of public administration in the system of medical education, which would provide medical institutions with highly qualified specialists, taking into account the market of educational services and the needs of society, to create and implement an effective resource mobilization mechanism to meet the needs of medical education, taking into account continuous professional development to train highly qualified professionals.
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Kim, Sang Hyun, and Jung Yul Park. "Present status and constitutional remedies of continuing medical education in Korea." Journal of the Korean Medical Association 63, no. 12 (December 10, 2020): 776–81. http://dx.doi.org/10.5124/jkma.2020.63.12.776.
Повний текст джерелаАнотація:
The purpose of this study is to identify the historical background and status of continuing medical education (CME) in Korea, and to establish a method for improving CME in the future. Currently, the CME in Korea presents several problems that need to be addressed, such as the appropriateness of the annual required credits, maintenance of simple refresher training, insufficient online education, and evaluation and accreditation of educational institutions. Solutions are offered in the form of increased time for the required credits, introduction of social competency topics and education methods, improvement of online education, evaluation to improve the quality of CME, and introduction of a systematic and appropriate evaluation and accreditation system. CME and continuing professional development (CPD) are not only obligations stipulated in the medical law, but also professional requisites in terms of securing autonomy through self-development and self-regulation. It aims to enlighten the high level of professionalism required by the international community. It is an essential requirement and ultimately promotes and protects the physical, mental, and social health of people worldwide. In order to cope with the international standards of CME/CPD that ensure high quality treatment and patient safety, it is crucial to reform the continuing medical education system by securing the physicians’ professionalism. To this end, authors propose the improvement and implementation of CME system in Korea based on internal review and benchmarks of the internationally recognized CME/CPD systems that meet global standards.
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Khatri, Anil. "Modeling A Patient Headache Care Education System (PHCES) Using Software Reuse Model And An Alternative Approach For Patients Education." Review of Business Information Systems (RBIS) 10, no. 1 (January 1, 2006): 121–26. http://dx.doi.org/10.19030/rbis.v10i1.5314.
Повний текст джерелаАнотація:
The research goal in our study of instructional medical information systems tools is to improve the performance of patient decision making by integrating medical professional information with computer augmented information. In part, this goal may be reached by cost-effective software development with validated reusable PCESs object design models, object oriented approach for product line (family of products) and with the help of a valid PHCES derived from these models.