FORMATION OF RESEARCH COMPETENCE OF LABORATORY STUDENTS

Abstract

The analysis of the European experience in the training of medical professionals in recent decades has substantiated the ways of reforming medical education in Ukraine. It is becoming apparent that an integrative approach should be the result of scientific explorations of improvement the educational process of higher education in medical institutions. Therefore, approaches to the content of the professional education of laboratory students involve the availability of ground knowledge and skills in professionally oriented disciplines that lay the foundations of clinical thinking. Therefore, they should be informed, competent, competitive, capable of self-improvement. The organization of educational activity of a higher education institution should be oriented to the formation of competencies of students to let them self-studying. The article grounds approaches to determining the content of research competence of laboratory assistants students, it defines the effective forms, methods and means of its formation in the course of teaching the discipline «Clinical Laboratory Diagnostics». Future medical laboratory students must have up-to-date clinical research techniques, various forms of work organization in the field of laboratory diagnostics, be familiar with modern methods of detecting pathological processes of different systems and organs, and must be able to organize laboratory studies in accordance with all regulatory requirements. Therefore, the main components of our research competence include: informational one – the ability to search information, to find information in a book, directories and other sources or technical sources of information; creative one – the ability to generate ideas, hypothesize research; ability to analyze, synthesize and summarize information, to systematize and classify it, to identify contradictions, to carry out retrospective analysis. Formed research competences contribute to the formation of active, mobile future specialists of clinical laboratory diagnostics who will move forward, will be able to plan, organize, adequately evaluate the results of their own professional activity. The following structure should be followed when conducting practical classes: the stage of motivation, determination and planning; the stage of input diagnostics of the level of knowledge and skills; educational stage; control and correction stage. Pedagogical conditions such as the development of learning motivation, the definition of goals and expected results, and the use of interactive technologies play an important role in the formation of research activities of medical students. The consideration of certain pedagogical conditions occurs in the course of conducting a competently oriented lesson. While preparing for the lesson a teacher should:- use demonstration and didactic material, taking into account the individuality of each student, to encourage them to self-studying under the guidance of the teacher; apply forms and methods of control and self-control of students’ educational activity; use interactive teaching techniques that develop interest in research. The specified approach to the organization of educational activity of the medical student contributes to the increase of self-esteem and causes the desire for self-improvement, which is the basis for the formation of research competence.