TOPIC 2.

PEDAGOGICAL PROFESSIONAL ACTIVITY (BRIEF CONTENTS) PLAN

ASPECTS

OF

DOCTOR'S

1. Aims and tasks of education. Personally oriented approach in education. 2. Problems and specific features of the training of a future doctor. 3. Principles of personally oriented education. 4. Pedagogical interaction as the basis of a dialogue in education. 5. Pedagogical communication, styles of pedagogical communication 6. Medical pedagogy as a component of the system of pedagogical sciences.

Aims of the lecture: Medical students taking part in the educational process should know about its most widely spread models and principles, about the conditions, aims and ways of formation a doctor's actions, methods and forms of teaching, about the methods of pedagogical control and self-control. Their own educational experience will serve them as a basis for mastering their professional activity and the further lifelong education. In higher medical education there are different approaches to organizing the students' training informative, operational and personally oriented. Each of them has its own advantages and disadvantages, that's why at the different stages of education (pre-clinical, clinical) a student has an opportunity to find and use the best of them, to take into account the limits, to find the additional resources of a certain approach. Educational process is aimed to the achieving the aims of education, which a defined in a specialist's qualification characteristic and presupposes the mastering the contents of education corresponding to them. 1. Aims and tasks of education. Personally oriented approach in education. Education important for a personality can be found nowadays in all the spheres of education from a kindergarten to a university. A good education should develop not only intellect, skills and competence, but also a person's values. Different pedagogical systems pay a great attention to the development of personality. It is necessary to stress that the majority of the patients have a special attitude to medicine. They respect certain doctors, but they can be even afraid of the atmosphere of a hospital. Sometimes the attitude of the doctors can offend the patients. Some doctors communicate with the patients in such a way that a patient feels like an object of manipulations. Of course, it is impossible to imagine the treatment without it. The problem is when a doctor considers a suffering patient to be only the object of treatment, only a sick body. Some doctors are untactful to the

feelings and shame of a patient, and it can increase his sufferings. Maybe that's why many people don't like to visit a doctor. Thus, the absence of a doctor's psychological culture causes the traditional unwillingness to visit a doctor without necessity, and it makes prophylactic medicine ineffective. But the doctors themselves suffer when they don't know how to relieve a patient's psychological sufferings. Among the most difficult aspects of their profession even the most experienced doctors list the situations of recognition of a doctor's mistake, a necessity to inform a patient of his hopeless diagnosis, a talk with the relatives of a person who is seriously ill and on the whole any talk with a suffering person. The greatest achievement of a medical man is the ability to appeal to another person's suffering and feel compassion, without destroying his own personality, to remain calm and understanding, but not indifferent. This ability is more than a psychological skill. It depends not only a medical student's personality, but on the way he studies his profession. Nowadays when medical sciences and technologies have streamline development, the transition from the idea of a scientific knowledge's value to the values of a personality's development becomes more and more dramatic. The absence of simple psychological and pedagogical technologies also doesn't allow to master ethic and emotional component of a doctor's profession. That is why an active student's position plays here an important role. A student should change himself in the process of education. He should create himself as a professional. 2. Problems and specific features of the training of a future doctor Psychological and pedagogical technologies are aimed at the development of ethic and emotional components of a doctor's profession. A doctor's clinical thinking and emotional intellect are in contradictive relations. There are the following views on a human being in medicine: Natural and scientific (explains the facts, makes the regularities, checks the hypotheses in the process of experiment); - the most important here are the laws of science, classifications, principles of diagnostics and treatment. Humanistic (finds out unique features of a person, views a persons values); Phenomenological (based on a persons rationality, intellect and intuition). This view is based not only on a person's intellect and rational qualities, but also on intuition. Reflection plays an important role in this method. A good doctor should develop his phenomenological thinking. Education important for a personality is connected with the way a person changes in the process of education according to his own decision. 3. Principles of personally oriented education The central process of a personally oriented education is self-cognition. A person should know what and how to change in himself.

A good teacher promotes a students self-cognition and development. Personally oriented education unites logical (left hemisphere of the brain) and intuitive (right hemisphere of the brain) cognition, intellect and feeling, understanding and experience, idea and sense. It changes the behavior and even personality of a student and a teacher. We observe here the exchange of knowledge, when even the students teach the teacher. The teacher's position dramatically changes: he stops to be an absolute master of the knowledge and becomes an assistant for a student, he offers a student the support in his self-development, self-cognition and self-education. Thus, while the usage of personally oriented approach a student should have an active position. He/she evaluates his studying from the point of view of his/her needs. This inner evaluation becomes the real sense of study. 4. PEDAGOGICAL INTERACTION, STYLES OF PEDAGOGICAL INTERACTION Mutual activity is a form of educational dialogue of a student and a teacher. It differs from the 'closed', monologue forms of education. Mutual activity can be organized on purpose, but it is impossible to organize a dialogue based on mutual understanding. It can appear during a traditional lecture or a seminar, if its participants want to hear each other. Both a student and a teacher can make efforts for its maintenance. During the mutual activity a teacher: Transfers information and helps to master it Shows the importance of knowledge for a student Trains to the independent solving the educational tasks. The aim of education is to teach our children to do without us Ernst Leguve A subject under study can be used as the means of the students' professional development. The greater stress is made on a doctors activity, but not on the subject (anatomy, physiology, histology). In this case a teacher should make a transition from reproductive methods of teaching to working out of the methods based on personally oriented approach. While the creation of the conditions for the mutual activity a student: exchanges the opinions with the teacher and the other students; substantiates and proves his opinion (arguments for and intellect and feeling, understanding and experience, idea and sense. Mutual activity changes the behavior and even personality of a student and a teacher. We observe here the exchange of knowledge, when even the students teach the teacher.

The teacher's position dramatically changes: he stops to be an absolute master of the knowledge and becomes an assistant for a student, he offers a student the support in his self-development, self-cognition and self-education. Thus while the usage of personally oriented approach a student should have an active position. He/she evaluates his studying from the point of view of his/her needs. This inner evaluation becomes the real sense of study. 6. edical pedagogy as a component of a system of pedagogical sciences Orientation to the humanization of the society is a new aim of education and understanding of pedagogical tasks in medical practice. Humanization is spread to the other spheres of a society's life, not only medicine. Its main ideas are the following: 1) the main part of a human being in the system of the sources of the society's development. 2) the leading role of humanitarian sciences. 3) the synthesis of knowledge, the appearance of hybrid sciences. A unique personality is in the center of the humanistic paradigm. This personality's aims are optimum realization of his\her abilities (self-realization), getting new experience, making a choice in different life situations. Achieving these aims is the main aim of upbringing and education (in contrast to formal giving knowledge and social norms to a student in traditional pedagogy). A need to have a good health is among the basic human needs. An example of it is the work of psychologists both in the educational and medical establishments. The functions of doctors are widening, and the doctors are busy with prophylactics of different illnesses. That's why they give recommendations on the healthy way of life, they change the lifestyles of the patients. Doctors who treat disabled patients have even more functions. One of the tasks of modern medicine is not only the treatment of the patient, but also his return to the society. A narrow orientation to the work with a sick body (or even a sick organ) is out-of-date. Making up a contact with a patient and solving a certain clinical task a doctor is facing the problems of psychology, medicine, pedagogy, economics and law. These complex problems can be solved using pedagogical and psychological knowledge as the main 'tool' of a doctor in this case is giving recommendations to a patient or helping him to change his attitude towards his health, organization of the other people's actions (for example, that of colleagues, nurses) for productive medical actions. Practice of a dialogue, well-known since ancient times, found another usage - as humanitarian, reflective and humanistic pedagogy of the dialogue of the subjects of educational process. 'Curation is impossible without equality. It is the key element of a doctors and a patients interrelations. Mutual respect, the basis of trust is also important. A patient wants to be viewed as a human being, but not as a shell, under which is an illness' these are the words of Bernard Lown, the winner ob Nobel prize.

Only when a doctor has a psychological and pedagogical idea of communication with people, he can have proper pedagogical interrelation in different practical situations. We suppose that the following situations of a doctor's professional activity can be viewed as pedagogical: teaching the nurses the certain approaches and skills; tranferring of personal experience to the colleagues; making up the methods of taking medicines for a patient; teaching a patient's relatives the skills of taking care of the patient; forming a patient's responsible attitude to the treatment; taking part in educational programs; compilation of the programs of prophylactics of different levels. In some cases a doctor, especially a young doctor without a long life experience can have a lack of pedagogical and psychological competence in such situations. But it would be nice of him to take into account the need in humanization of his actions, to take a pedagogical position towards a person or a group of persons. Due to the modern tendency to the unity of scientific knowledge and cognition, medicine (as well as pedagogical and anthropological sciences) becomes connected with many other sciences. Genetics, clinical psychology and ecology are broad interdisciplinary sciences connected both with medicine and pedagogy. Like medicine, pedagogical anthropology is based on physical anthropology, anatomy, human morphology and physiology. Let's view three main aspects of interrelation of pedagogy and medicine: Pedagogy needs taking medical principles into account, in formation of educational practice Types of a doctor's and a teacher's professional thinking have much in common. Principles of a person's unity and system character are of great importance for pedagogy and medicine.