Formation and Evaluation Features of Clinical Thinking in Distance Learning Students

Abstract

An important component of the educational program is to ensure professional erudition, development of clinical thinking (CT), the formation of students' basic practical skills. In the year of the pandemic, it is especially difficult to really promote the development of these components of professional development in students, and modern pedagogical teaching methods, despite their effectiveness in the offline learning process, need development, improvement during distance learning. The need for the formation of CT students was determined by the founders of medicine many centuries ago, important in the creation of professional thinking was the psychological and pedagogical relationship "teacher-student-patient". Unfortunately, today this chain is lost, but the need to form analytical and exploratory thinking in medical students is extremely important, so it is necessary to revise and analyze the pedagogical methodology for modernization and use in distance learning. CT is an element of future professional activity with the help of which an algorithm of actions in specific clinical situations is created, it is the ability to identify and analyze, as well as to search and evaluate relevant information to achieve the appropriate conclusion. This article tries to conduct a conceptual analysis of the pedagogical methodology of CT formation and the possibility of their application in the conditions of distance learning of the discipline "obstetrics and gynecology". New technological programs are necessary for modeling simulation training. The main tasks of higher medical school are to achieve maximum development of intellectual abilities of the student, in the online format this can be achieved through the use of "virtual patients", situational tasks and cases, game techniques and clarity. However, methods of CT assessment and finding a strategy for its development are also important, as it is a key element of doctors' daily practice. In the 21st century, students need to think through their development, be able to work in teams, distinguish between relevant and irrelevant information from the patient, and be multilingual and highly developed so that they can be effective in all disciplines. These are the characteristics that are expected of modern medical students. However, when faced with unspecified emergencies, they are unable to make the right clinical decisions, leading to accidents. The reason for this is the lack of CT skills among young doctors, so the formation begins in school, adapting to the conditions created by the pandemic. Medical schools should teach the principles of scientific methodology and evidence-based medicine, including analytical and critical thinking, throughout the curriculum. It is important to develop a professional algorithm for the development of CT in each teacher, in order to rely on the development stimulus not only on the theoretical basis of students, but also on the ability to analyze clinical situations, and what is important to act properly algorithmically. Attention should be paid to the psychological and pedagogical aspects and approaches to the development of each student in particular. Moreover, there is no consensus on the most effective learning model for teaching CT skills and clinical considerations, and this skill is not effectively tested in medical schools, so the analysis of existing methods and their application in distance learning is extremely important.

Ways to Increase Motivation for Studying Among Foreign Medical Students in a Clinical Department

“…Тому обґрунтованим для стимулювання мотивації до вивчення дисципліни може бути надання іноземним здобувачам ВМО можливостей для залучення до «клінічної рутини» -участі в чергуваннях та консультаціях, ознайомлення з різними клінічними кейсами, навчання біля ліжка хворого, адже вони є безцінними для набуття необхідних компетентностей [4, 8, 32] (зокрема, комунікативних [14]). При цьому важливо заохочувати їх активно брати участь в обговореннях клінічних випадків, процесах прийняття рішень і подолання ускладнень, які виникають у процесі ведення пацієнта для опанування навичок клінічного мислення [32,33]. Додатково для цього можна застосовувати кейс-метод як метод аналізу конкретного клінічного випадку з архіву викладача [22].…”