Psychological and pedagogical aspects of planning the educational process in a higher educational institution in relation to age Poltava State Medical University (Poltava, Ukraine)

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Psychological and pedagogical aspects of planning the educational process in a higher educational institution in relation to age Poltava State Medical University (Poltava, Ukraine)

Havryliev V. M., Bukhanchenko O. P., Boiko I. V., Yatsenko I. V.

Studying in a modern higher education institution requires meeting the specific and individualized educational needs of an individual, focused on the acquisition of knowledge, abilities, skills, personal qualities and value orientations necessary for mastering the prominent social roles and their successful performance, as well as for the development of one's personality, the acquisition of professional skills. The study aimed to improve the quality and efficiency of higher education through the analysis and correlation of existing methods and consideration of an- dragogic principles. During our research, we analyzed modern trends in medical education in Ukraine by studying well-known literary data. The basis of own research is testing applicants for higher education through questionnaires using the additional qualification program "Teacher of higher education”. As a result of our observation, we found out that 75% of higher education students approach learning with high interest and responsibility. However, 25% of them start their studies with low expectations and demands. To meet the specific and individualized educational needs of higher education students and to improve the medical education system, it is necessary to take into account the andragogic approach. It is needed to organize the learning process no longer on a purely pedagogical basis but using andragogic principles and the practical technology of teaching adults. andragogic principle medical education

Key words: andragogic principles, medical education.

Connection of the publication with planned research works

The article was carried out as part of the research work of the Department of Surgical Dentistry and Maxillofacial Surgery on the topic: "Diagnosis, surgical and medical treatment of patients with injuries, defects and deformations of tissues, inflammatory processes of the maxillofacial area" (state registration number: 0119U102862).

Introduction

The specificity of the organization of any training is determined by the characteristics of the contingent of those being trained, as well as the training's goals, content and conditions. According to these parameters, learning in a higher education institution has its pronounced specificity. It especially applies to the system of medical education, where professional improvement is provided throughout the entire period of both training and professional activity.

The aim of the study

Improving the quality and efficiency of higher education by analyzing and correlating existing methods and considering andragogical principles.

Object and research methods

The information base of the research consists of the provisions and results of theoretical developments, materials from periodicals, Internet sources, statistical and analytical materials, and the results of the author's own research [1, 2, 3, 4].

Research results and their discussion

Among the well-known scientists, Turkot T. I., Stepko M. F., Bolyubash Y. Ya., Shynkaruk V. D., Marchenko O. V., Luzan P. G. and others proposed thorough studies of the educational system in Ukraine.

Studying periodical literary publications, it can be stated that studying in a modern university covers almost the entire life cycle of a person - from childhood (up to about 20 years old) through adulthood (20-65 years old) to old age (over 65 years old). Each period of a person's life has its own psychophysiological, socio- psychological, and professional characteristics that have been thoroughly investigated. These features primarily determine the specifics of the organization of the learning process, so they were taken into account during our research [5, 6, 7].

It is important to note that the period of study of higher education seekers and post-graduate students in a higher education institution covers both the last years of the stage of immaturity and the first years of the stage of a person's adulthood. This "transitional period" largely determines the particular specificity of training and becomes the basis of our observation.

At the age of 18 to 22, the formation of a person's essential physiological and mental functions is completed. Some of them are either reaching the peak of their development or are in the stabilisation stage. At the same time, in 18-22 years, the so-called "crisis of early adulthood" begins, that is, a period of change in the main life components of a young person, when he says goodbye to childhood and tries to take some preliminary steps on the way to real self-determination.

During this period, he begins to acquire the main characteristics of an adult - a person who performs socially significant productive roles (citizen, employee, family member), who has physiological, psychological, social, and moral maturity, relative economic independence, life experience and a level of self-awareness, sufficient for responsible, self-directed behaviour [8, 9, 10].

The most important thing is that a person at the specified age begins to realize himself as an increasingly independent, self-directed person and in the process of learning. Specific vital goals appear in his life, related to the mastery of specific social roles and achieving a particular social, professional, family and household status. Having reached a certain level of development of psy- chophysiological functions, a person begins to master new value orientations and personal qualities that allow him to behave more and more responsibly in public life.

At the same time, a person relies on an ever-increasing amount of life (domestic, social, professional) experience that he acquires in the course of his life, particularly studying at a higher school.

All of the listed specific factors of higher education allow us to say that to improve the quality and efficiency of higher education, the training process of higher educational and post-graduate students, and even more so specialists who improve their qualifications, undergo additional training or retraining within the walls of the university, it is necessary to organize not on purely pedagogical principles, and with the use of the andragogical tenets and practical technology of teaching adults [11, 12].

Andragogical principles are already quite well known: these are the principles of the priority of independent learning of those who study; joint activity of the student and the teacher in organizing the process of their education; reference to the experience of the learner, which is used as one of the sources of learning; individualization of education; systematic training; contextuality of education; updating study results; study electives; development of the educational needs of those who study; awareness of learning. Their main difference from pedagogical principles is that they determine the activity of organizing the learning process not only for those who teach but, above all, for those who are taught, while pedagogical principles mainly and primarily regulate the activities of those who teach [13].

Currently, in Ukraine, andragogic principles are increasingly used in training, retraining, and upgrading the qualifications of various specialists. It is facilitated by expanding the scope of including andragogy as one of the leading educational disciplines in the educational programs of training, retraining and advanced training of various specialists.

The use of adult learning technology also has positive social aspects; it plays an essential role in developing the personal qualities and value orientations of both higher education students and teachers [14].

From the above point of view, the most critical aspects of the technology of adult education are a) the involvement of higher education students in the real activities of planning, implementation, evaluation and correction of the learning process, b) the priority of their independent activities, c) accounting for their specific life circumstances, problems and goals, d) a certain freedom of choice by them of all learning parameters, e) joint activity of the teacher and the student of higher education.

Higher education students do not always realize themselves in learning as independent, self-governing individuals. Often they do not perceive learning as a way of self-realization, achieving a higher degree of competence, moral and material satisfaction. For example, a survey of higher education graduates at the Department of Surgical Dentistry and Maxillofacial Surgery under the additional qualification program "High School Teacher" shows that among higher education graduates, 75% approach learning with high interest and responsibility. However, 25% of them start their studies with low expectations and demands. It does not allow them to perceive and feel like subjects of the training organization, taking on the part of the responsibility for its effectiveness. As a result, they often either unconsciously or quite consciously prefer to take a passive position, similar to the position of an irresponsible student of higher education.

It often leads to an ambiguous, dual role in the learning process of students' life (social and professional) experience and their understanding of its value. On the one hand, this experience, incredibly professional, contributes to more successful education, primarily postgraduate and additional professional education, as it allows you to use it as one of the education sources. In general, adults' education comes down to restructuring their life experience based on newly acquired abilities, knowledge, skills, personal qualities and value orientations of higher education. But on the other hand, the presence of this experience is also found in some higher education graduates (up to 50% of teachers who study at a department in a higher school under the additional qualification program "Pedagogy of a higher school"), the internal affitude that they know everything, complicates their acquisition of new competencies based on new (or updated) programs. The process of inevitable transformation in the process of learning formed ideas is painfully perceived by adults, as it can cause internal insecurity when reducing their "professional self-esteem" in the process of the need to restructure their activities, considering new requirements. Finally, the change of the usual status of an experienced professional to the role of a learner and the lack of abilities and skills in educational activities have a negative impact on the activities of higher education students.

All this leads to a decrease in motivation and the reluctance of some higher education students to participate in the organization of their education process actively. That is why the above must be considered when planning the educational process in higher education.

Conclusions

Therefore, it is possible to conclude that currently, in the field of higher education, there is a need for a larger-scale application of andragogic principles of education, as well as a need to organize training, retraining and advanced training of andragogic teachers for teaching adults; teachers of higher educational institutions who have the competences of teacher-pedagogue and teacher-andragogue.

Prospects for further research

The study of the latest approaches in the system of higher medical education contributes to the improvement of individualized educational needs, the acquisition of skills, knowledge, skills, personal qualities and value orientations, as well as to the development of one's personality and the acquisition of professional skills.

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