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Open Journal of Social Sciences, 2019, 7, 231-242

http://www.scirp.org/journal/jss

ISSN Online: 2327-5960

ISSN Print: 2327-5952

DOI:

10.4236/jss.2019.73020 Mar. 13, 2019 231 Open Journal of Social Sciences

Future Doctors’ Professional Competence

Formation in Medical Universities with

Innovative Pedagogical Technologies

Yaroslava Kulbashna

, Skrypnyk Iryna

, Valeriya Zakharova

Surgical Dentistry and Maxillofacial Surgery Department, Bogomolets National Medical University, Kyiv, Ukraine

Orthodontic Department, Bogomolets National Medical University, Kyiv, Ukraine

Foreign Languages’ Department, Bogomolets National Medical University, Kyiv, Ukraine

Abstract

The article considers the formation of professional competence in

future

dentists with the introduction of innovative pedagogical technologies into

educational process of dental students. The benefit of these technologies for

main of general and specific competencies, particularly for critical/clinical

thinking formation

, was substantiated and proved by the results of conducted

experiment which are presented in the article.

Keywords

Pedagogical Technologies, Innovative Pedagogical Technologies, Future

Dentists, Professional Competence Formation, Medical Education,

Competency-Based Approach

1. Introduction

The most important task of reforming education in Ukraine is the training of an

educated, creative person, ready to provide the needs of society in professional

activities both at the national and international levels. This is facilitated by the

introduction of a competency-based approach to modern higher education and

the formation of professional competence of future specialists as an indicator of

quality of received education [1]. Ukrainian scientists consider elaborating and

applying of modern pedagogical technologies as one of the main conditions ne-

cessary for the development of a future specialist [2]. Their implementation is

supposed to be one of the most important tasks of modern education which can

facilitate the management of the learning process [3]. Current requirements de-

How to cite this paper:

Kulbashna, Y

Iryna, S

. and Zakharova, V. (2019)

Future

Doctors’ Professional Competence Form

tion in Medical Universities with Innov

tive Pedagogical Technologies

Open Jou

nal of Social Sciences

, 231-242.

https://doi.org/10.4236/jss.2019.73020

Received:

February 25, 2019

Accepted:

March 10, 2019

Published:

March 13, 2019

Y. Kulbashna et al.

DOI:

10.4236/jss.2019.73020 232 Open Journal of Social Sciences

mand from university teachers to reach a whole new level of educational materi-

al presentation; therefore, in addition to traditional technologies, they are ready

to introduce modern pedagogical ones. It occurs due to the reforming of the

higher education and the labor market requirements that are set to graduates

and encourage them to move from accumulation of knowledge to the ability of

operating them effectively, from “education for the rest of the life” to a conti-

nuous learning, from collective learning organization to the individual one. This

leads to a renovation of professional training and is it is closely interconnected

to the fundamental changes in education in the context of a competency-based

approach that take place in near and far abroad [4]. In addition, teachers of spe-

cialized subjects increasingly feel the need to put into effect such technologies

that would help to implement a personal approach to the student, since it is an

essential component of developing future dentists’ professional competence.

Mentioned above tendencies in the development of modern professional train-

ing update further researches on new pedagogical technologies introduction into

different fields of education, particularly into the medical branch [5].

Taking into consideration all mentioned above, the purpose of the article is to

consider the modern pedagogical technologies applied to form critical and as a

result—clinical thinking, which is the crucial part of the future specialists’ pro-

fessional competence formation in medical universities and to substantiate the

feasibility of their application in dental education.

2. Overview of Scientific Sources Related to the Issue of

Innovative Pedagogical Technologies

The development and use of modern pedagogical technologies are considered as

one of the main conditions for facilitating the effectiveness of students’ training

for their future professional activity [3] [6] [7] [8] [9] [10]. The perfect model of

learning material acquisition is based on the systematic effective interaction of

participants in the pedagogical process. Its ultimate goal is to master all aspects

of training, which are defined as the competencies that provide further effective

self-development and self-improvement throughout the period of professional

activity [5]. However, it is obvious that there is an industrial priority in the

choice of pedagogical technologies. It is also related to the medical field, taking

into account the specificity of teaching, which combines the theoretical and

practical components of the educational process in the clinical sector of subjects

during bedside teaching in the medical institution.

A thorough and comprehensive analysis of the phenomenon and the concept

of “pedagogical technology” reveals that the conditions for the development of

intelligence and creative skills of the individual, preparation for life in an open

society, independent interaction with the dynamic world of professional activity

depend not only on the content of education but on the educational technologies

used in the process of learning [3]. But comprehensive understanding of their

meaning is impossible without comparative analysis of the traditional technolo-

gies and theoretical substantiating of necessity to update the content. The term

Y. Kulbashna et al.

DOI:

10.4236/jss.2019.73020 233 Open Journal of Social Sciences

“pedagogical technology” has become extremely widespread in the system of

higher education. However, there is no definite interpretation of this concept in

pedagogical theory and practice. At the same time, there are dozens of ap-

proaches to the definition of “pedagogical technology”. Such diversity of opi-

nions caused by complexity and versatility of the outlined issue. Besides, there

are some peculiarities of pedagogical technologies choice for different levels of

education [9].

Pedagogical technology should meet such basic methodological requirements

(technological criteria):

1) Conceptuality consists in relying on a scientific concept that justifies the

achievement of educational goals from the philosophical, psychological, didactic,

socio-pedagogical points of view.

2) Systematicity is confirmation of the system’s signs: the logic of the process,

the interconnection of all components, integrity. It provides diagnostic pur-

pose-setting, planning, design, variability of methods and tools for correction of

results.

3) Effectiveness is guaranteeing the achievement of the corresponding result

of training at the optimal spend [7].

There are four levels in the structure of pedagogical technologies: 1) concep-

tual (theoretical); 2) technological (organization of the educational process); 3)

procedural (particular actions); 4) technical (available means of training, in par-

ticular, technical ones) [11]. At the same time regardless the choice, pedagogical

technologies must meet the following requirements: the setting of a cognitive

task; ensuring of training material content presentation; assessing academic

achievements due to technology use; implementing already acquired initial

knowledge in order to form a higher level of scientific knowledge; providing the

basis for further progressive development. Consequently, technology, unlike

method, does not assume variability, any element cannot be missed. Constant

feedback, correction and changes in future activities are mandatory for techno-

logic training. It requires constant control of the students’ approach to planned

goals; monitoring students’ work implies an appropriate correction of the learn-

ing process. In addition, the peculiarity of pedagogical technology consists in as-

sisting of the educational process construction which guarantees the achieve-

ment of the set goals. The success of pedagogical technology implementation

depends on the effective interaction of the participants in the pedagogical

process and, in a greater degree, on the teacher's pedagogical excellence [7].

In the theory of pedagogy, there are different traditional teaching technologies

(explanatory-illustrative, problem based learning, programmed-differentiated

and combined ones) which, in the opinion of scientists, do not contribute to the

development of thinking, logical and creative skills and innovative [5]. Al-

though, it is obvious that the established path of direct transfer of knowledge on

professional activity provided its successful acquisition, the fast-moving changes

in modern society require other approaches oriented towards the result of the

received education which is expressed in the competences (constituents of the

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