3 Priority objective of higher medical education is Formation of the creative personality of the specialist, capable of self-development and innovation. In modern Russia, the preparation of such specialists is based on the Federal State Educational Standards, third generation, built on the basis of competence.
1 INNOVATION APPROACHES TO MEDICAL SCHOOLS TEACHERS TRAINING AND
EVALUATIION OF THE TRAINING RESULTS Artyukhina A.I., Volchansky
M.E., Chumakov V.I. Volgograd, Russia. Volgograd State Medical
University 2 Aim of our presentation: Reflection of pedagogical
experience in the training of teachers, Volgograd State Medical
University in the system of improvement of psychological and
pedagogical skills of teachers of medical schools.. Legend of
innovative approaches to training of high school teachers and the
results in terms of assessing the quality of teaching and the
quality of results (current and final quality control). 3 Priority
objective of higher medical education is Formation of the creative
personality of the specialist, capable of self-development and
innovation. In modern Russia, the preparation of such specialists
is based on the Federal State Educational Standards, third
generation, built on the basis of competence. 4 Implementation of
new state education standards in the practice of higher education
will be successful only when both educational community and each
individual teacher are ready for this. 5 In Volgograd State Medical
University Training of teachers within the system of psychologo-
pedagogical qualification improvement is carried out within the
context of the development of the Volgograd State Medical
University. One of its provision which emphasizes the need for a
synthesis of education, science and innovation to ensure the
long-term highly competitive university in the domestic and foreign
markets for educational services and research products. 6
Educational activities when improving qualification is quite
specific, since along with the improvement of professional
knowledge, skills, competencies, personal and professional
development of teachers occurs, as well as goals of stimulating
self- education, expansion of professional horizons, realization of
acmeologic aspirations are attained. The result of training
activities for professional development is the formation of
psychological and educational readiness for the implementation of
effective teaching under modernization. 7 Andragogical principles
At VolgGMU training faculty the improvement of teachers
psychological and pedagogical qualification is based on the
andragogical model which includes well- known principles of
andragogical principles. 8 Interactive methods and educational
technology The requirements of the new Federal State Educational
Standards mean mandatory inclusion into the high medical school
educational process of active and interactive methods and
educational technology. Didactics postulates indicate that learning
by "doing" is 6- 7 times more productive than the traditional way.
9 Interactive methods Innovative approach was the immersion of both
students and teachers into professional situations: not only the
analysis of the theoretical foundations and techniques of
interactive methods of teaching students was performed, but the
classes themselves were conducted in an interactive form. The
teachers took part in the brain storm, regulated discussion and
training; small groups of teachers systematically were performing
situational tasks, took part in role modeling, etc. 10 Teachers
mastered techniques for conducting interactive sessions. They
shared their own pedagogical achievements, carried out intensive
exchange of teaching experience. New, previously undescribed in the
scientific literature approaches to the teaching of individual
subjects and disciplines aroused great interest. 11 For the sake of
productive pedagogical activity constant reflection of pedagogical
experience is required In order to perform such reflection a high
medical school teachers ought to know aspects of their teaching
abilities, focus and effectiveness of their activities, the level
of tolerance, a way of responding in a conflict situation, the
level of control when dealing with students, develop own style of
pedagogical communication, etc. 12 During classes on improving
pedagogical skills the teacher got an opportunity to learn about
themselves: each teacher was provided with the relevant educational
and psychological techniques and keys to them, upon completion of
work and self-evaluation general group discussion was carried out.
This innovative approach to teaching solved another important task,
i.e. to allow teachers-physicians become fully aware of pedagogy as
a serious science. 13 Classes in the training of teachers of
medical schools were held without stopping their professional
activity, in the evening. All the teachers got the task to use the
experience gained in teaching students. Teachers worked out the
situational teaching commitment and gained new experience. 14
Education based on the experience passes through the following
logical sequence: learning experience motivation to share the
experience along with the study of resource bases of its
dissemination analysis of the forms and methods of disseminating
the experience implementation (mastering) of the advanced
experience finding out the main problems of its development. 15 -
the initial life experience - new experience of interacting and
communica ting with colleagues making the experienc e of others
ones own the experienc e gained in the process of training
experience of implementing skills required in teaching the
discipline to students Reflexive-evaluative experience of teaching
and assessment activities consists of: 16 The quality of education
The quality of education was analyzed in two positions: the quality
of learning (teaching) and the quality of the results (current and
final quality control). 17 The types of competence experience
include: 1) experience of information search and its transformation
into knowledge, 2) operational experience, 3) experience of working
with a text, 4) experience of self-assessment and reflection, 6)
experience in developing educational strategies, 7) experience of
creative research, 8) communication and cooperation experience, 9)
experience of presentation of pedagogical knowledge and skills. The
quality of organizing and conducting the process teachers training
was assessed by such parameters as the ability to develop
competence experience and its usage in practical teaching activity
18 The second option - using the competence experience in practical
pedagogical activity is typical of both the process and the current
result of teachers training. A report on this kind of work teachers
presented in two forms: either in the form of storytelling - the
analysis of the class, conducted with innovative teaching methods,
or in the form of videos of the classes. Each report was followed
by the group discussion. Experience in practical pedagogical
activity 19 As an assessment tool for monitoring teachers training
we use integrated case studies. 20 The final quality control of
training The final quality control of training was carried out
traditionally: we assessed the teachers final qualification work.
We believe that the other characteristic of the teachers training
final result is an experts opinion. By experts we mean heads of the
departments (chairs). The experts opinion should be given at the
end of the term, after seeing the final result; so that they could
see new training methods implemented by the teachers, see whether
they had gained sustainable skills during qualification improvement
and how active they are in innovation activities. 21 Thanks for
your attention
