ORGANIZING SELF-EDUCATION ACTIVITIES FOR MEDICAL COLLEGE STUDENTS IN THE CONTEXT OF BLENDED LEARNING
The article aims to review current trends in the organization of self-education activities for medical college students, models of blended learning, and its main components that ensure the self-education of future nursing specialists. The research methods are terminological and comparative analys...
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| Format: | Article |
| Language: | English |
| Published: |
Alfred Nobel University Publisher
2024-06-01
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| Series: | Вісник Університету імені Альфреда Нобеля. Серія Педагогіка і психология |
| Subjects: | |
| Online Access: | https://pedpsy.duan.edu.ua/images/PDF/2024/1/15.pdf |
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| Summary: | The article aims to review current trends in the organization of self-education activities for medical
college students, models of blended learning, and its main components that ensure the self-education of
future nursing specialists.
The research methods are terminological and comparative analysis, generalization, specification,
and modelling.
Based on the analysis of primary sources, it has been established that self-education activities are a
type of educational and cognitive activity motivated by an internal drive for self-improvement and facilitated
by the use of specific methods for seeking and assimilating social experience. It has been emphasized that
through self-education, medical professionals are better able to handle complex clinical cases and provide
high-quality medical care to their patients, including via the use of digital technologies.
Blended learning is defined as a combination of traditional face-to-face (contact) learning and
computer-mediated or online learning. It has been pointed out that the implementation of blended learning
requires the development of appropriate pedagogical design and innovations that ensure the application
of adequate teaching and assessment methods with carefully planned content and structured academic
courses.
The blended learning system is presented as an integration of face-to-face classroom and clinical
sessions, independent student work, and online learning. It has been noted that in blended models, the
supply of educational material and interaction with the teacher can occur in both physical and virtual
environments, during both classroom sessions and asynchronously during extracurricular activities.
The specifics of self-education activities for medical college students using some models such as
rotational, laboratory, independent blended learning, flexible learning, enriched virtual learning, flipped
classroom, and personalized learning have been described. In each model, the core element is identified
as the electronic educational resource. In the blended learning system such a resource is viewed not as an
auxiliary tool of the traditional educational process but as the one that successfully combines traditional
and distance learning forms, incorporating both non-digital and digital technologies.
It has been determined that blended learning is based on the flexible combination of in-class learning
(contact hours) with online sessions (asynchronously or synchronously). Among the tools for blended
learning used in organizing self-education activities for medical college students, the following have been
highlighted and described: online lectures, practical sessions in webinar mode, project and group work
online, learning management systems such as LMS Moodle, laboratory work in a blended format, virtual
and augmented reality technologies, a combination of formal and nonformal education, self-testing
complexes, webinar consultations, artificial intelligence technologies, and specialized medical applications.
It has been concluded regarding the feasibility of implementing blended learning in the training of
medical college students and the organization of their self-education activities. This will enhance the quality
of education, and the efficiency of resource utilization of educational institutions, increase the level of
professional expertise and mobility of teachers, and ultimately provide additional competitive advantages
to the educational institution in the educational services market. |
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| ISSN: | 2522-4115 2522-9133 |