პედაგოგი, ასტანის სამედიცინო უნივერსიტეტი, ასტანა, ყაზახეთი
PROBLEM - BASED LEARNING (PBL) IN ASTANA MEDICAL UNIVERSITY: EXPERIENCE OF IMPLEMENTING
(ახალი ტექნოლოგიები და ინოვაციები სწავლა / სწავლების / კვლევის პროცესში)
Introduction and aim: Call for innovative processes in the field of content, structure, organization of medical education updating with the purpose to perfect competences of medical university undergraduates, increase of competitiveness of the Kazakhstan experts in the world market of medical services are defined in the State program of health care development in the Republic of Kazakhstan and the Concept of medical and pharmaceutical education development of the Republic of Kazakhstan for 2011-2015 [1,2].
For the achievement of general and special competences by the graduates of “Astana Medical University” JSC in Mission and the purposes of higher education institution, the Strategic plan of the higher education institution development there was proposed the implementation priority of the innovative learning approach. For this purpose, along with the other higher education institutions of Greece, England, Georgia and the Ukraine, Astana Medical University since 2013 has started working in the international grant project “«Establishment of the Supra-Regional Network of the National Centres in medical Education, focused on PBL and Virtual Patients»” within the European program “TEMPUS”. “TEMPUS” – one of the European Union programs directed to the support of the higher education updating processes in the partner countries of Eastern Europe, Central Asia, the Western Balkans and the Mediterranean, mainly, through projects implementation of interuniversity cooperation.
Research methodology: Within the TEMPUS program, by the method of problem-based learning, 9 lectures of the “MUA” JSC have gone a cycle of seminars and trainings. Trainings were conducted by the supervisor of e-Learning of St. George’s University (London) professor of Terry Poulton and consultant on PBL of the same university Ella Iskrenko.
From among the teachers who were trained eight people received certificates of tutors, and one – the certificate of PBL trainer. Aiming to increase professional qualities of facilitator, the PBL trainer provided 4 trainings for tutors: “Principles of problem-based learning method”, “Students and a tutor in PBL”, “Facilitation in PBL”, “Adaptation technology of PBL- cases”. The PBL method is considered to be a successful innovative method of learning directed to student’s individual work. In this method the accent of training process displaces from teacher on student inasmuch students play more active role, trying to solve a practical task. This technique instructs the student to comprehend everything told by the teacher during lectures and written in textbooks more widely and more deeply.
Results and implications: At the present moment at “Astana Medical University” JSC have been created groups which are working on clinical cases adaptation on PBL, introduced the required changes in the existing educational program “General medicine”, selected groups of the first-year students who participate in the project, made a schedule of classes, opened a site with the materials reflecting the “TEMPUS” project implementation and a Web portal for virtual patients creation. Workgroup members in association with the tutors have analyzed educational programs of partner higher education institutions, defined general structures of the program, scrutinized the distinctions in educational programs design, adjusted approaches of common accordance for PBL implementation in each new educational program. At the present time there has been conducted an analysis of the PBL existing cases of educational program of Saint George University, London and accomplishing their integration into the educational program of “AMU” JSC for 1, 2 and 3 years of education. The process of cases adaptation has been started according to the “Virtual Patient” program, provided by the western side. These cases require modifications and add-ins concerned with normative and legal acts of the Republic of Kazakhstan, peculiarities of diseases diagnosis and delivery of health care, the nomenclature of medicines, ethnic features. The technology of cases adaptation is based on brining the listed peculiarities in accordance with the standards of our country.
Classes with students on the PBL program are conducted in the special rooms equipped with all necessary technical means. Since February 2014 by this method there have been taught 4 small groups (32 students) of the “General medicine” faculty.
Conclusion: Both students and tutors were pleasantly surprised with the extensive information volume about structure and functioning of an organism, diagnostic methods and treatment, patient’s rights which can be derived while studying a simple clinical case. And that is especially important, to make training activity very fascinating. “It is very interesting for us. High motivation for individual study of the material. We feel like doctors and we neatly realize that the patient's life and health depend on the level of our knowledge and solutions”, - tell students during the reflection which is carried out by the tutors after each class. And it is the evidence of the PBL method efficiency, stimulates functioning of the Medical Education Centre, the Committee on implementation of new educational technologies, the “TEMPUS” working group and tutors for its improvement.
Thus, the implementation of PBL in educational process of “AMU” JSC, providing tutors and students with necessary conditions for the development of their creative potential, training in small groups and personal oriented environment contribute to the improvement of medical personnel training quality, competences perfection of undergraduates, increase of competitiveness of the Kazakhstan experts in the world market of medical services.
Keywords: Tempus, Problem-based learning, Astana Medical University.
ასოცირებული პროფესორი, აკაკი წერეთლის სახელმწიფო უნივერსიტეტი, ქუთაისი, საქართველო
ტურიზმისა და სტუმარმასპინძლობის სპეციალისტების მომზადებაში მეცნიერების, პრაქტიკისა და სასწავლო პროცესის ინტეგრაცია
Integration of the Science, practice and study process for Tourism and Hospitality Specialists Training
(სასწავლო პროცესისა და კვლევების ინტეგრაცია)
Introduction and aim: Integration of science, education and innovation activities tasks regarded as one of the essential factors in the development of a knowledge-based society.
The necessity of such integration for tourism and hospitality specialists training are discussed in the work and and outlined relevant activities.
Objective of the research: to develop activities that will help to increase the demand for university graduates in the labor market and the use of scientific results in the tourism and hospitality industry.
Research methodology: Contemporary foreign and Georgian literature, online media,
Analysis, systematic approach represent the methodological bases.
Results and implications: The research results are presented in the form of project proposals:
1.Establish the Tourism Research Centre at university. <br/>
The main objectives of the research activity:<br/>
•Do a current scientific research;<br/>
•Enrich the study process by using the results of the latest scientific research;<br/>
•Introduction to Scientific Research to students and professors, to involve them in the scientific-research works;<br/>
•Strengthen the skills of Professors through additional training in science;<br/>
•Writing and preparing for publication of textbooks, manuals, monographs, scientific articles and reports;<br/>
•Cooperation with the World Scientific Publishing houses.<br/>
Tourism Market Research is essential in Imereti Region.<br/>
The purpose will be Travel Services Market Analysis for better use the potential of tourism in Imereti. There will be a large group of stakeholders; they will need a professional and reliable information about tourist flows and their distribution.
2.Establish innovative youth tourism industry as an 'Educational tourism', the main goals and objectives are:<br/>
•Contribute to employment of student youth and developing entrepreneurial competencies of future graduates in the field of educational tourism;<br/>
•Selection and implementation of cultural and educational tours.
Conclusion: The above outlined of activities/Carrying out of these events will contribute the integration of science, practice and study process and the result will be an
increase demand for university graduates in the labor market and use of cientific results in the tourism and hospitality industry.
Keywords: Tourism, Integration, Science, Practice, Innovation, study process, educational tourism.