Features of androgogical approach and transformation of interactive learning techniques for anaesthesiologists

O.Yu. Muryzina, O.M. Klygunenko, V.A. Sedinkin


The topical task of continuous postgraduate education is the implementation of andragogical and acmeological approaches. The aim of the work was to analyze the quality and degree of perception of the means of pedagogical influence on the formation and strengthening of professional competencies of anaesthesiologists of different age groups. Based on the results of the interview and anonymous questioning of interns during the course of full-time education and the course participants in the thematic improvement and pre-certification cycle at the Department of Anesthesiology, Intensive Care and Medicine of Emergency Conditions, the State Establishment “Dnipropetrovsk Medical Academy of Ministry of Health of Ukraine” determined the degree of satisfaction with the quality of the educational services provided and the urgency of the proposed ways to modernize the educational process. The analysis showed that almost 95 % of the ICU heads noted the need for the most practically oriented model of training specialists. From their point of view, the range of acquired medical skills and practical skills should be as wide as possible and not depend on the place of work and the degree of their relevance. Limitation of the list of skills on the profile of ICU was supported by only 5 % of respondents. However, all participants agreed unanimously that practical skills should be combined with fundamental knowledge and systematically consolidated. Now it is realized using mannequins in special classes and in the conditions of the simulation center. Therefore, most doctors (82.7 %) care if cycles of thematic improvement are interesting. Using phantoms and simple dummies without the feedback function allows develop a technical skill, but does not reflect the degree of competence assimilation. Modern requirements for the training of anesthesiologists during the entire stage of postgraduate education intend cardinal changes in the programs and technologies of teaching with the use and development of new forms of educational activity: remote and simulation forms of learning, interactive lectures, workshop.


continuous postgraduate education; medical competence; andragogy; acmeology; anesthesiology


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DOI: https://doi.org/10.22141/2224-0586.5.84.2017.109369


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