Assessment of professional competence of medical university students

Abstract

The article analyzes the necessary pedagogical approaches to organizing research activities at a medical university within the framework of the taught discipline “Translational Medicine”. The study was carried out within the framework of competence-based, comparative and cognitive approaches, which determine not only the psychological and pedagogical competence of the student’s personality, but also form the basis of autonomously oriented learning. Pedagogical conditions have been discovered that contribute to the favorable development of psychological and pedagogical competence of a medical university student in the process of mastering the discipline “Translational Medicine”. It has been established that in order to increase the psychological and pedagogical competence of medical students, their conscious desire to study and engage in research activities is necessary. The important role of competency-based and autonomously oriented approaches for this is formulated. The results of the study, including the analysis of foreign and domestic literature, made it possible to identify new conditions for teaching the fundamental discipline, as well as their innovative significance for solving educational and professional research problems. The most relevant sections of the work program of the discipline “Translational Medicine” have been identified. Successful mastery of these sections will contribute to the formation of competencies in the field of research activities, mastery of the methodology and methods of scientific research. The presented study made it possible to formulate certain pedagogical methods and techniques for the psychological and pedagogical competence of students for the development of research activities using the example of teaching such a discipline as “Translational Medicine” at the Krasnoyarsk State Medical University. prof. Voino-Yasenetsky (hereinafter referred to as KrasSMU). The proposals formulated on this basis are aimed at increasing the psychological and pedagogical competence of the future doctor.