RESEARCH EDUCATION METHODS IN THE FRAMEWORK OF TEACHING THE SUBJECT “SOCIAL MEDICINE, PUBLIC HEALTH”
DOI:
https://doi.org/10.11603/m.2414-5998.2022.4.13622Keywords:
competences, research-informed teaching, potential risksAbstract
Abstract. In modern education, gaps are remained in a clear understanding of the processes of interaction between research and teaching and their impact on the effectiveness of training medical personnel. The research-intensive nature of the institutions is known to create a special ideal educational environment for students, help them develop the skills needed for a wide range of careers, encourage research in clinical practice, and promote continuing medical education and professional development in the future. Our goal was to investigate the use of different categories of research-informed learning in the teaching of the subject “Social Medicine, Public Health”. This educational component, on the one hand, teaches how to conduct research, on the other hand, it is itself a subject of study, because the health care system and public health are in a long period of reform and changes. It has been researched that in the process of teaching various methods of research learning are combined, but they are primarily focused on the teacher: the study of current topics on the example of scientific research results (research-led) and the study and evaluation of various research methods (research-oriented). Student-oriented methods should be developed: teaching based on the applicants’ own case studies (research-based) and engaging students in scientific discussions (research-tutored). A full-fledged extracurricular form of training students, in particular, the formation of their research competence is the student scientific society. The interest of students in the systematic study of the educational process itself in the institution, in particular, its features during the period of epidemiological restrictions, was noticed.
References
Ishchenko, T.M., & Kuzmenko, D.V. (2016). Kreatyvni metody navchannya ta yikh zastosuvannya pry vyvchenni dilovoyi inozemnoyi movy studentamy nemovnykh vyshchykh zakladiv osvity [Creative teaching methods and their application in the study of a business foreign language by students of non-linguistic higher education institutions]. DVNZ «Kyyivskyy natsionalnyy universytet imeni Vadyma Hetmana» [in Ukrainian].
Kaydalova, L.H., Shchokina, N.B., & Vakhrusheva, T.Yu. (2009). Pedahohichna maysternist vykladacha [Pedagogical mastery of the teacher]. Kharkiv: Vyd-vo NFaU [in Ukrainian].
Kozhemiaka, M.O., Golovaha, M.L., & Lisunov, M.S. (2021). Orhanizatsiya roboty studentskoho naukovoho tovarystva v umovakh dystantsiynoho formatu zabezpechennya osvitnoho protsesu [Organization of the student scientific society’s work in the conditions of remote format of the educational process]. Medychna osvita – Medical Education, 2, 28-34 [in Ukrainian]. DOI 10.11603/me.2414-5998.2021.2.12262.
Korda, M.M., Chornomydz, A.V., Shulhai, A.H., & Mashtalir, A.I. (2020). Osoblyvosti funktsionuvannya systemy vnutrishnoho zabezpechennya yakosti vyshchoyi osvity v Ternopilskomu natsionalnomu medychnomu universyteti imeni I. Ya. Horbachevskoho MOZ Ukrayiny [Features of functioning of the system of internal quality assurance of higher education at I. Horbachevsky Ternopil National Medical University of Ministry of Health of Ukraine]. Medychna osvita – Medical Education, 4, 32-37 [in Ukrainian]. DOI 10.11603/me.2414-5998.2020.4.11655.
(2015). Standarty i rekomendatsii shchodo zabezpechennia yakosti v Yevropeiskomu prostori vyshchoi osvity (ESG) [Standards and recommendations for quality assurance in the European Higher Education Area (ESG)]. Kyiv: CS Ltd. [in Ukrainian].
Abanda, F.H. (2022). Research-informed teaching for assessing BIM courses during COVID-19 and beyond. Journal of Applied Research in Higher Education. DOI 10.1108/JARHE-08-2021-0306. DOI: https://doi.org/10.1108/JARHE-08-2021-0306
A passion for learning: The student experience at Russell Group universities. Retrieved from: https://russellgroup.ac.uk/policy/publications/a-passion-for-learning-the-student-experience-at-russell-group-universities/.
Aslantas, I. (2020). Impact of Contextual Predictors on Value-Added Teacher Effectiveness Estimates. Education Sciences, 10(12), 390. DOI: https://doi.org/10.3390/educsci10120390
Gulosino, C. (2018). Evaluating the Tennessee Higher Education Commission’s Report Card on the value-added estimates of teacher preparation programs. Education Policy Analysis Archives, 26(33). DOI 10.14507/epaa.26.2604. DOI: https://doi.org/10.14507/epaa.26.2604
Higgins, R., Murphy, F., & Hogg, P. (2021). The impact of teaching experimental research on-line: Research-informed teaching and COVID-19. Radiography (London, England: 1995), 27(2), 539-545. DOI:10.1016/j.radi.2020.11.014. DOI: https://doi.org/10.1016/j.radi.2020.11.014
Khaniukov, O.O., Sapozhnichenko, L.V., & Smolyanova, O.V. (2020). Research competency at the under¬graduate level of higher education. Medychna osvita – Medical Education, 1, 36-40. DOI 10.11603/me.2414-5998.2020.1.10800. DOI: https://doi.org/10.11603/me.2414-5998.2020.1.10800
Maxwell, R.J. (1992). Dimensions of quality revisited: from thought to action. Quality in Health Care : QHC, 1(3), 171-177. DOI 10.1136/qshc.1.3.171. DOI: https://doi.org/10.1136/qshc.1.3.171
Moral, R.V. (2020). Generating the theory on research teaching: a metasynthesis. Asian Intellect Research and Education Journal, 15, 84-91.
Moral, R. (2021). Passion and commitment in teaching research: A meta-synthesis: passion and commitment in teaching research. Qubahan Academic Journal, 1(1), 24-32. DOI 10.48161/qaj.v1n1a24. DOI: https://doi.org/10.48161/qaj.v1n1a24
Nicholson, A. (2017). Research-informed teaching: a clinical approach. Law Teacher, 51(1), 40-55. DOI: https://doi.org/10.1080/03069400.2015.1073503
Nor, A.I. (2021). Somali Undergraduate Students’ Attitude towards Research at University of Somalia in Mogadishu-Somalia Faculty of Business Administration. International Journal of Sciences: Basic and Applied Research (IJSBAR), 31(3), 27-43.
Gresty, K., Pan, W., Heffernan, T., & Edwards-Jones, A. (2013). Research-informed teaching from a risk perspective. Teaching in Higher Education. DOI 10.1080/13562517.2013.795937. DOI: https://doi.org/10.1080/13562517.2013.795937
Russell Group. Retrieved from: https://en.wikipedia.org/wiki/Russell_Group.
Sanders, W.L., & Horn, S.P. (1998). Research Findings from the Tennessee Value-Added Assessment System (TVAAS) Database: Implications for Educational Evaluation and Research. Journal of Personnel Evaluation in Education, 12, 247-256. DOI: https://doi.org/10.1023/A:1008067210518
Waaijer, C., Ommering, B., van der Wurff, L.J., van Leeuwen, T.N., & Dekker, F.W., (2019). Scientific activity by medical students: the relationship between academic publishing during medical school and publication careers after graduation. Perspectives on Medical Education, 8(4), 223-229. DOI 10.1007/s40037-019-0524-3. DOI: https://doi.org/10.1007/S40037-019-0524-3
McLinden, M., Edwards, C., Garfield, J., & Moron-Garcia, S. (2015). Strengthening the Links Between Research and Teaching: Cultivating Student Expectations of Research-informed Teaching Approaches. Education in Practice, 2(1), 24-29.
Rodionova, V.V., Hlyniana, L.A., Hashynova, K.Y., & Razumnyi, R.V. (2020). The role of a scientific circle in students’ professional training. Medychna osvita – Medical Education, 1, 72-76. DOI 10.11603/me.2414-5998.2020.1.10997. DOI: https://doi.org/10.11603/me.2414-5998.2020.1.10997
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Medical Education
This work is licensed under a Creative Commons Attribution 4.0 International License.
