MONITORING OF ACADEMIC PRIORITIES AND RESOURCE STATUS OF FACULTY MEMBERS AT THE DEPARTMENTS OF THE INSTITUTE OF BIOMEDICAL PROBLEMS OF I. HORBACHEVSKY TERNOPIL NATIONAL MEDICAL UNIVERSITY

Abstract

Purpose. Monitor of academic priorities and the resource status of faculty members at the departments of the Institute of Biomedical Problems (IBMP) to prospectively assess the prevalence of scientific or pedagogical com- ponents in the daily work of educators. Materials and Methods. A questionnaire was used to survey the teaching staff. Methods of comparative analy- sis, systematization, and descriptive statistics were used to process the results. Results. The questionnaire structure consisted of 4 blocks. In response to Block 1, faculty members identified a maximum level of the scientific component (47.0%), indicating strategic planning of scientific research given favorable collective factors. Block 2 aimed to evaluate the cognitive-operational component of teaching, information handling skills, and methodological tools; here, 47.0% of respondents showed a preference for the pedagogical component, 29.4% for the scientific-pedagogical, and 23.6% for the scientific component. The processing of Block 3 responses indicates high stress resistance among teachers and a sufficient level of self-control skills. In response to Block 4, employees favored the scientific-pedagogical component (62.0%), while 26.5% chose the scientific com- ponent and 11.5% the pedagogical one. Overall, at the Institute of Biomedical Problems, the scientific-pedagogical component prevails in 73.5% of teachers, while the pedagogical component accounts for 26.5%. This is consistent with the fact that the institute trains students of almost all years, interns, masters, and PhDs. Conclusions: The survey revealed the predominance of the scientific and pedagogical component in the struc- ture of teaching activities among 73.5% of employees of the higher education institution, which indicates a harmoni- ous combination of both components in the process of working with applicants and states that this structure of the questionnaire allows for comprehensive profiling of teachers.