Formation of the research competence of future doctors on the principles of the organization of their cognitive activity

Authors

  • Gaina A. Arsakhanova Medical Institute, Chechen State University

DOI:

https://doi.org/10.25726/c1385-2805-5922-j

Keywords:

Competence, formation, personality, medical university, research

Abstract

Modern teachers note that it is the acquisition of important competencies that can give a person the opportunity to navigate in the modern information space, the rapid development of the labor market and receive lifelong education. Training at the Higher Medical school (higher medical educational institution) determines the leading place in this process of such a phenomenon as the mobility of knowledge. The latter implies a high level of education, the ability to effectively carry out information search for scientific information and other elements of research activity. For a modern student to thoroughly master the academic disciplines, it is necessary to master the methods of scientific cognition and research competencies. These competencies also include the skills of searching for the necessary scientific information. These skills are formed in the disciplines of the natural science cycle. The methodology for the formation of this competence is described in the works. Natural science disciplines are extremely important for future doctors. The elements of explaining the environment and its internal laws, based on one's own idea of nature, play an important role in the formation of a person as a person. The skills of working with scientific information contribute to improving the effectiveness of professional training. The ability to effectively search for such information is the key to professional growth and improvement of future doctors.

References

Andrew C, Traynor V, Iverson D. An integrative review: understanding driving retirement decisions for individuals living with a dementia. J Adv Nurs. 2015;71(12):2728–40.

Attardi S, Rogers K. Design and implementation of an online systemic human anatomy course with laboratory. Anat Sci Educ. 2015;8:53–62.

Carrol N, Burke M. Learning effectiveness using different teaching modalities. American Journal of Business Education (AJBE). 2010;3(12):65–76.

Cook D, Levinson A, Garside S, Dupras D, Erwin P, Montori V. Instructional design variations in internet-based learning for health professions education: a systematic review and meta-analysis. Acad Med. 2010;85:909–22.

Costello E, Corcoran M, Barnett J, Birkmeier M, Cohn R, Ekmekci O, et al. Information and communication technology to facilitate learning for students in the health professions: current uses, gaps and future directions. Online learning: Official Journal of the Online Learning Consortium. 2014;18(4):1–18.

Donnelly P, Benson J, Kirk P. How to succeed at e-learning. London: BMJ/Wiley-Blackwell; 2012.

Howlett D, Vincent T, Gainsborough N, Fairclough J, Taylor N, Vincent R. Integration of a casebased online module into an undergraduate curriculum: what is involved and what is effective? e-Learning. 2009;6(4):372–84.

Lakbala P. Barriers in implementing E-learning in Hormozgan University of Medical Sciences. Glob J Health Sci. 2016;8(7):83–92.

Mayer B, Ring C, Muche R, Rothenbacher D, Schmidt-Strasburger U. Creating a blended learning module in an online master study Programme in oncology. Edu Health. 2015;28(1):101–5.

McCutcheon K, Lohan M, Traynor M, Martin D. A systematic review evaluating the impact of online or blended learning vs. face-to-face learning of clinical skills in undergraduate nurse education. J Adv Nurs. 2014;71:255–70.

Niebuhr V, Niebuhr B, Trumble J, Urbani M. Online faculty development for creating E-learning materials. Edu Health. 2014;27(3):255–61.

Petit dit Dariel O, Wharrad H, Windle R. Exploring the underlying factors influencing e-learning adoption in nurse education. J Adv Nurs. 2012;69(6):1289–300.

Pettersson F, Olofsson A. Implementing distance teaching at a large scale in medical education: a struggle between dominant and non-dominant teaching activities. Educ Doc Inf s. 2015;20:359–80.

Ruggeri K, Farrington C, Brayne C. A global model for effective use and evaluation of e-learning in health. Telemed J E Health. 2013;19:312–21.

Sandars J. E-learning. In: Walsh A, editor. Oxford textbook of medical education. Oxford: Oxford University Press; 2013. p. 174–85.

Published

2021-09-15

How to Cite

1.
Arsakhanova GA. Formation of the research competence of future doctors on the principles of the organization of their cognitive activity. УО [Internet]. 2021 Sep. 15 [cited 2024 Nov. 25];11(4):179-88. Available from: https://emreview.ru/index.php/emr/article/view/139