INTERACTIVE LEARNING METHODS AS A METHODOLOGICAL BASIS FOR COMMUNICATION SKILLS TRAINING BY STUDENTS OF HIGHER EDUCATION MEDICAL INSTITUTIONS
DOI:
https://doi.org/10.11603/m.2414-5998.2023.3.14269Keywords:
medical education, communicative competence, interactive teaching methodsAbstract
Globalization of educational processes during the last decades all over the world and the change of the education paradigm towards the learning outcomes and professional competencies, require elaboration new approaches and improving educational methods in order to increase the effectiveness of the educational process.
The purpose of the article is to analyze data from the literature on the experience of implementing interactive learning methods to improve the process of acquiring communicative competence by students in medical institutions of higher education (HEIs) of Ukraine.
The advantages of interactive learning methods in the training of students’ communication skills in medical institutions of higher education, methodical approaches to organizing classes in this format, the role of the teacher as a facilitator are analyzed and summarized in the article. It has been proven that this approach is much more effective in terms of transforming theoretical knowledge of students into a practical plane and acquiring them communicative competence. The need for self-reflection, as the necessary component of an interactive lesson, with the aim of transforming acquired skills into competence, is substantiated. Reflection makes it possible to understand, structure and generalize the experience gained during the lesson and therefore should be organized after completing each stage of the lesson.
Authors presented and summarized information on the domestic experience of implementing interactive learning methods in medical education and its efficacy in transforming acquired skills into competence. According to the conducted analysis, there is a few data on the use of interactive methods for the purpose of training communication skills. To a greater extent, this approach is used to develop students' clinical thinking, study linguistic aspects of communication, preparation for exams, etc. The available data also indicate the need for more detailed development of the actual methodology for conducting an interactive session on communication skills training.
A conclusion was made about the prospects of the characterized educational approaches and the need for wider implementation of interactive methods in the educational process in domestic medical higher education institutions. It is also necessary to develop a methodical base for conducting such classes.
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