Methods of forming special competencies of bachelors of medical diagnostic technology and treatment during "Biological and clinical chemistry" discipline practical classes

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Methods of forming special competencies of bachelors of medical diagnostic technology and treatment during "Biological and clinical chemistry" discipline practical classes

O. S. Zablotska*, Doctor of Sciences (Pedagogy), Professor

The article defines the method of formation of special competences of bachelors in the technology of medical diagnostics and treatment during the "Biological and clinical chemistry" discipline classes on the example of a practical session on the topic "Conducting a glucose tolerance test". The list of acquired competencies, which are formed during the practical session, has been established. Based on B. Bloom's taxonomy, the target and evaluation aspects of the program learning outcome "Perform quantitative and qualitative biochemical research, interpret the results" at the levels of cognitive, emotional (affective) and psychomotor spheres of the acquirers' personality are singled out. Pedagogical conditions for the formation of their competences have been established, namely: the possibility of access of students to the necessary resources of a student-centered educational environment and consideration of interdisciplinary connections. It is proved that among all the general didactic principles on which the formation of competences of students in practical training is based, the principle of connection between training and practice is the most important. Priority methods and means of competence formation have been selected.

The structure of the practical lesson is determined on the basis of competence by stages: preparatory (motivation of the educational activity of the students, checking the input level of knowledge), basic (studying the features of the structural and logical scheme and the algorithm for conducting the glucose tolerance test, introducing knowledge into the practice of performing this biochemical research), final (control and assessment of the level of mastery of the program learning outcomes by the students using testing methods, solving professionally-oriented situational problems, substantiating reports on the conducted research, conducting self-analysis of the students' activities, observing the manifestations of various spheres of their personality based on the methods of control and evaluation - maps and rating scales).

Key words: competences, program learning outcomes, Bachelor of Technology of Medical

Diagnosis and Treatment, biological and clinical chemistry, glucose tolerance test, structure of practical training, pedagogical conditions, methods and means of training, control, and evaluation.

Introduction of the issue

Laboratory diagnostics is one of the most important branches of medicine, which detects biochemical and molecular changes in the human body already at the preclinical stage, contributes to establishing an accurate diagnosis, and monitors the effectiveness of patient treatment. Thus, high-quality training of bachelors in specialty 224 "Technology of medical diagnostics and treatment", specialization "Laboratory diagnostics" through the acquisition of professional competences is a guarantee of their effective work in diagnostic laboratories of various profiles. The content of such competencies is defined in the Standard of Higher Education and educational programs of higher education institutions for the specified specialty, specialization, and level of higher education [13]. The professional competences of laboratory assistants, necessary for them to carry out laboratory analyzes in biochemical laboratories, are formed in institutions of higher education during the study of the discipline "Biological and clinical chemistry". However, for the purposeful formation of higher education seekers of the special competencies proposed by normative documents, thorough scientific studies in the field of theory and methodology of professional education are required. First, it concerns the methodology of conducting practical classes based on competence, in particular, in the discipline "Biological and clinical chemistry".

Current state of the issue

The analysis of scientific sources indicates the significant interest of scientists in solving the problems of training Bachelor of Technology of Medical Diagnostics and Treatment - TMDT bachelors.

Thus, the essence of all components of professional competences of bachelors and Master of Laboratory Diagnostics was investigated by V. Stepanenko [15].

O. Zablotska and I. Nikolaieva determined the chemical content of the competencies of TMDT [5]. Methodical models of competence formation of TMDT bachelors were proposed by O. Liubinska [8] andI. Nikolaeva [10].

Methodical approaches to the formation of professional competences of future specialists in laboratory medicine of the first and second levels of higher education were investigated in the most detailed manner. In particular,V. Stepanenko proposed to do this by means of critical thinking [14];

R. Yerominko, V. Kozar, O. Dolzhikova,O. Lytvynova took into account interdisciplinary connections, as well as the use of a modern laboratory base and the latest physicochemical methods of analysis) [2]; O. Mialiuk, M. Marushchak, O. Shtrimaitis used the method of solving clinical situational problems [9];

O. Zablotska, I. Nikolayeva, I. Khmeliar,O. Mialiuk investigated the above- mentioned issue in the course of conducting practical classes [4; 17]; during the independent work of higher education graduates the issue was studied by V. Petiunina, V. Makarov,R. Bachynskyi, L. Lukianova [11].

The peculiarities of the formation of special competences in the process of studying mandatory components of educational programs were investigated by I. Nikolayeva (on the example of the disciplines "Medical Chemistry" and "Analytical Chemistry") [10], O. Mialiuk,M. Marushchak,I. Khmeliar,O. Shtrimaitis ("Clinical laboratory diagnostics") [9; 17], O. Fedoseeva ("Histology, cytology, embryology") [16].

Outline of unresolved issues brought up in the article

At the same time, the problem of formation of special competencies of TMDT during their study of the discipline "Biological and clinical chemistry" needs to be solved.

Aim of research is to describe the methodology of formation of special competences of TMDT bachelors and program results of training in practical classes in the discipline "Biological and clinical chemistry" using the example of a practical class on the topic "Conducting a glucose tolerance test".

Results and discussion

According to the educational program "Laboratory diagnostics" for training students of higher education of the first (bachelor's) level, field of knowledge 22 "Health care", specialty 224 "Technologies of medical diagnostics and treatment", specialization bachelor tolerance glucose medical diagnostics

"Laboratory diagnostics", mandatory component "Biological and clinical chemistry" is studied during the 6th-8th semesters.

Based on the results of training, applicants pass a standardized test state (licensing integrated) exam Krok B (Step B) "Laboratory diagnostics", on which they solve clinical situational problems, as well asastatepractical-oriented comprehensive exam, where future specialists of laboratory medicine demonstrate practical skills in performing laboratory research. One of these practical skills - "Carrying out a glucose tolerance test and interpreting its results" is formed in a practical lesson in the 7th semester for 4 hours.

At the practical session on the topic "Conducting a glucose tolerance test", the applicants acquire the following special competencies (SC - the abilities of a person to successfully socialize, learn, conduct professional activities, which arise based on a dynamic combination of knowledge, abilities, skills, ways of thinking, attitudes, values, other personal qualities" [6]):

• SC01. Ability to perform safe professional practice in accordance with protocols, safety guidelines and applicable legislation.

• SC03. Ability to analyze samples and validate results according to existing protocols.

• SC05. Ability to interpret results based on scientific knowledge, understanding the relationship between testresults,diagnosis,clinical information, and treatment, and to present and communicate results appropriately and document confidential data.

• SC07. Ability to apply critical thinking skills to constructive problem solving.

According to the Law of Ukraine "On Higher Education", the level of competence formation of higher education students can be "identified, planned, evaluated and measured" with the help of programmatic learning outcomes (PLO) - relevant knowledge, abilities, skills, ways of thinking, attitudes, values, etc. [12].

According to the matrix of conformity of the PLO defined by the Standard of Higher Education [13] and the competencies of the acquirers, the level of their formation in a practical session on the topic "Conducting a glucose tolerance test" can be assessed with the help of PLO

13 "Perform quantitative and qualitative biochemical studies, interpret their results".

Based on the statement of scientists about learning outcomes as a program of actions, a kind of reference point for participants in the educational process [7] and based on B. Bloom's taxonomy [18], we have determined the target and evaluation aspects of PLO 13 as measures of the formation of the above-mentioned competencies of the acquirers at the cognitive level, affective and psychomotor spheres of their personality (Table 1).

Table 1

Target and evaluation aspects of PLO 13 "Perform quantitative and qualitative biochemical studies, interpret their results" in the context of conducting a glucose tolerance test

The effectiveness of the process of formation of competences of bachelor's degree higher education seekers, specialty 224 "Technologies of medical diagnosis and treatment" in this practical lesson should be ensured by the observance of the following pedagogical conditions in HEIs:

• the ability of higher education seekers to access the necessary resources of a student-centered educational environment (intellectual-communicative, organizational,educational-methodical, informational,technological,material-

technical [6]);

• considering the interdisciplinary connections of the content of the subject of this practical lesson from the discipline "Biological and clinical chemistry" with other components of the educational program "Laboratory diagnostics" (Table 2).

Table 2 Interdisciplinary connections of the discipline "Biological and clinical chemistry" in the context of a practical lesson on the topic "Conducting a glucose tolerance test" with other components of the educational program "Laboratory diagnostics"

The formation of competences of learners during the practical session on the topic "Conducting a glucose tolerance test" should be based on all general didactic principles, namely: scientific content and teaching methods, systematicityandconsistency, accessibility, consciousness and activity, clarity, individualization, connection of learning with practice [1]. However, the last principle is of particular importance, as it provides for the maximum approximation of the educational activity of the applicants to the professional one.

At various stages of the practical training, priority methods and training tools are used for the formation of the competencies of the applicants and the evaluation of the PLOs, namely:

• teaching methods - simulation of the professional situation of conducting a glucose tolerance test, research method, solving situational problems with professionally oriented content, testing, oral interview, observation, drawing up a step-by-step written report on the conducted laboratory research and its defense by the test takers, self-analysis of the work of the test takers in class;

• teaching aids - laboratory equipment and reagents (dishes, medical dispensers,thermostat, photoelectrocolorimeter, glucose working solution, etc.), didactic aids (a collection of situational problems and tests in biological and clinical chemistry [3], a printed workbook with methodical developments for each practical lesson in biological and clinical chemistry).

Group and individual forms of organization of educational activities are used to form the competences of students to conduct a glucose tolerance test at various stages of practical training.

The following Structure of a practical lesson on the topic "Conducting a glucose tolerance test" is offered:

І. Preparatory stage (the duration of the stage is 30 minutes):

1. Motivation of the educational activity: it takes place in the form of a conversation, during which the value of the glucose tolerance test for the diagnosis of diabetes, Itsenko-Cushing's disease, acromegaly, diffuse liver damage, hyperthyroidism, glycogenosis, insuloma, hypothyroidism, Addison's disease, myxedema, liver cirrhosis, etc. is updated.

1. Checking the entry level of knowledge according to a list of theoretical questions for work in small heterogeneous groups:

1. Insulin, its biochemical significance.

2. Diabetes, its classification.

3. Type I diabetes.

4. Type II diabetes.

5. Steroid diabetes.

6. Gestational diabetes.

7. Complications of diabetes.

8. Diagnosis of diabetes.

9. Methodology for determination of glucose content in blood serum.

10. Types of glycemic curves and their interpretation.

Note: the content of questions 1-8, 10 was discussed in lectures, question 9 - in the last practical session on the topic "Determination of glucose concentration".

Assessment of knowledge and understanding of students takes place in the process of discussing theoretical issues in small heterogeneous groups. Based on the results of the work, the group leader fills in the appropriate evaluation card (Table 3).

Table 3

Assessment map of the applicant's entry level of knowledge in a practical session:

Full name