PEDAGOGICAL DIAGNOSIS OF THE MODEL OF FORMATION OF ANALYTICAL COMPETENCE OF FUTURE MEDICAL SPECIALISTS

Abstract

The article studies the problem of training future medical specialists in modern realities; the concept of the pedagogical terms "model" and "modelling" has been investigated. The author describes the structure of the model: three interrelated blocks: conceptual-target, content-active and result-evaluative; the task of the model has been defined. Methodological approaches to the formation of analytical competence of future medical specialists have been detailed and described in the article: competence-based, acmeological, personal, systemic, activity-based, and their essence has been formulated.
The effectiveness of using these approaches lies in the application of pedagogical principles. The most used didactic principles include the following: scientificity, sequence of learning, systematicity, visibility, accessibility, professional skill of the teacher, intercultural interaction. They form the personality of the future specialist.
The author highlights the stages of formation of analytical competence in future medical specialists: informative-preparatory, substantive-praxeological and reflective-corrective. The system of problem tasks using various methods of blended learning is significant at every stage of the formation of analytical skills.
The article details the importance of each component of analytical competence: motivational, cognitive, praxeological, communicative, and reflective, and defines the criteria and indicators of their formation. The degree of formation of the proposed components is demonstrated by the formation levels of analytical competence: reproductive, constructive-variant and creative, which are relevant for each indicator.
The article describes the results of constant and forming experiments, a conclusion has been made about the expediency of using the author’s methodology.