Competencies in Higher Education Standards of Ukraine: Definition, Content and Requirements for the Formation Level
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Cited by 3 publications
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The preventive direction of modern theories of health and health-saving in public health and education
Background. The modern understanding of health is related to the need to prevent diseases caused by infections, lifestyle, environmental and genetic factors. Ukrainian legislation guarantees health care, but the practice of implementing laws is imperfect. The teaching of valeological disciplines in educational institutions is of great importance for the prevention of diseases. But the content of these disciplines requires constant revision from the point of view of evidence-based medicine, and the creation of new preventive programs requires theoretical justification. Aim. To determine the content and practical significance of the modern understanding of health care in public health care and education. Materials and Methods. Methods of bibliosemantic and system analysis were used. Results. The theory of health and health-saving is considered using cross-cultural, discursive, norm-centric, phenomenological, holistic, axiological and integral approaches, from the perspective of evidence-based and "4P" medicine. Health-saving is shown as derived from a healthy lifestyle and valeological competence formed in the population. The best environment for the formation of a healthy lifestyle is shown to be an educational environment, the tools of formation are valeological disciplines and education of medical and social non-government organizations. The need for joint efforts of the population and medical workers to achieve better results in the prevention of socially significant diseases is determined. Conclusions. Improvement of the preventive direction of valeological education is closely related to the competence approach, in particular, with the formation of valeological competence. The public health system should use the potential of educational valeological programs to form a healthy lifestyle in new generations during their studies at higher education institutions. For the formation of high-quality valeological programs, a permanent partnership of educators and medical professionals is necessary. Keywords: valeological competence, evidence-based medicine, 4P medicine, Health Pedagogy.
The preventive direction of modern theories of health and health-saving in public health and education
Background. The modern understanding of health is related to the need to prevent diseases caused by infections, lifestyle, environmental and genetic factors. Ukrainian legislation guarantees health care, but the practice of implementing laws is imperfect. The teaching of valeological disciplines in educational institutions is of great importance for the prevention of diseases. But the content of these disciplines requires constant revision from the point of view of evidence-based medicine, and the creation of new preventive programs requires theoretical justification. Aim. To determine the content and practical significance of the modern understanding of health care in public health care and education. Materials and Methods. Methods of bibliosemantic and system analysis were used. Results. The theory of health and health-saving is considered using cross-cultural, discursive, norm-centric, phenomenological, holistic, axiological and integral approaches, from the perspective of evidence-based and "4P" medicine. Health-saving is shown as derived from a healthy lifestyle and valeological competence formed in the population. The best environment for the formation of a healthy lifestyle is shown to be an educational environment, the tools of formation are valeological disciplines and education of medical and social non-government organizations. The need for joint efforts of the population and medical workers to achieve better results in the prevention of socially significant diseases is determined. Conclusions. Improvement of the preventive direction of valeological education is closely related to the competence approach, in particular, with the formation of valeological competence. The public health system should use the potential of educational valeological programs to form a healthy lifestyle in new generations during their studies at higher education institutions. For the formation of high-quality valeological programs, a permanent partnership of educators and medical professionals is necessary. Keywords: valeological competence, evidence-based medicine, 4P medicine, Health Pedagogy.
Motivational and regulatory instruments of valeological education
Background. The competence-based approach is a condition for the implementation of higher education in Ukraine and the world. The list of competences that must be formed in university graduates includes health-saving. But there are obstacles to fulfilling the requirements of the standards in the form of imperfect practical pedagogical realization of competence formation. Aim. To identify motivational and regulatory tools of non-medical education, the use of which is approved in the scientific-pedagogical environment, regulated by the legislation of Ukraine and effective in achieving the result of forming valeological competence, provided for by the standards of higher non-medical education of Ukraine. Materials and Methods. The research was conducted using the system analysis method and the bibliosemantic method. The research is based on twenty years’ experience in forming valeological competence in students of non-medical universities in the city of Kharkiv by means of teaching special valeological disciplines. The study does not describe these empirical studies, but only uses their findings. Results and Discussion. As a result of the theoretical research, it has been established that the competence principle of education is not actually implemented in higher education, and in the course of forming valeological competence in particular. This happens because of the lack of mechanisms for evaluating personal components of competences. It is proposed to consider the student’s main motivation in forming valeological competence as his/her desire to be healthy. Individual and organizational regulatory tools of valeological education are defined. They are as follows: typical curricula and textbooks for valeological education of students at non-medical universities, development of criteria for recalculating the evaluation of forming motivation and other personal components of competences for assessment in ECTS points. Keywords: valeological competence, health-saving competence, "Health Pedagogy", "Fundamentals of Medical Knowledge and Health-Saving", higher education standards, competences formation assessment.
Analysis of current initial programs of palliative and hospice care in medical education of Ukraine
The system of Palliative and Hospice Care (PHC) of Ukraine is in a state of active development in connection with the new system of financing under the program of medical guarantees, the legalization of medical cannabis. The intersection of the problems of PHC development with aspects of the reform of the primary link of medical care in Ukraine and the ability to ensure the safety of the vulnerable category of palliative patients in conditions of war are debatable. The PHC system does not yet have signs of full integration into the general health care system, there is no doctor for palliative medicine in the list of medical specialties, but in many medical education institutions of Ukraine curricula on palliative medicine have already been developed and implemented in the educational process. Based on the results of bibliosemantic search and systematic analysis of information, the work provides an assessment of existing programs based on the form of teaching and content. The analysis of literature data on the development of educational programs of palliative medicine made it possible to compile a list of questions that was accepted as a standard. The educational programs on palliative medicine, developed by medical education institutions of Ukraine, whose content is compared with the established standard, were analyzed. It was concluded that there are significant differences in the content of palliative medicine educational programs developed by various medical education institutions of Ukraine, which can be minimized in the case of developing a standard educational program. It has been established those practical skills of medical students in the treatment and care of immobile bedridden acquired during training in other clinical specialties have a positive effect on the results of training in the practical component of palliative medicine. It was also found that the unresolved issues of PHC organization in Ukraine are reflected in the content of educational programs in palliative medicine. Keywords: teaching issues, specialty doctor for palliative medicine, typical curriculum.
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