Organization of Medicine Higher Education Students from India Reflective Practice

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Gancho Olga, Fedorchenko Vera, Zvyagolska Iryna, Kovalenko Ninel, Bobrova Nellia


Background: Modern conditions demand the development of a critically thinking individual who is ready for productive interaction with the world around him, knows how to objectively evaluate his achievements in the learning process, interprets successes and difficulties, analyzes new qualities in himself, and is capable of self-improvement and self-development.

Objectives: The article aims to substantiate the principles of future doctors’ reflective practice organization for forming their professional readiness.

Methods: The method of reflective abilities estimation was based on the teacher's assessment and students' educational and cognitive activity self-assessment. The following structural components were determined: awareness of the compliance of the learning result with the initial goal, self-analysis and self-assessment of one's activity and activity within the educational group. Each component was evaluated on a five-point scale. During classes with 53 students of experimental groups, the teachers used the reflexive polylogue method.

Results: The study showed that the level of reflective abilities formation was extremely low at the beginning of the classroom experiment at the end of the first module and amounted to about 2.1±0.6 conditional points after the experiment. At the end of the second module, the dynamics of the reflective abilities development among the students of the experimental group was 3.4±0.7 conditional points and 2.3±0.5 of the control group students. After the final control of the first module, the average success score was 146.8 points out of the maximum possible 200. After calculating the results of the second module, during which students performed reflective exercises, the success rate was 155.1 points. However, in the 3rd year, the overall average success score of the third module control was decreased to 148.4 points.

Conclusions: High reflective skills development in higher education students is the key to productive learning. The reflective person can evaluate the methods and results of the learning and analyze the received information and the level of its understanding and correlates with success.Self-awareness allows for establishing shifts, progress in educational activities, understanding the development of personal thinking, etc. Reflection plays an important role in the educational activities of medicine higher education students.

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