Odesa National Medical University, Odesa, Ukraine
DOI 10.32782/2226-2008-2023-1-13
The aim of the study is to improve the quality of teaching the clinical discipline 228 “Pediatrics” in the distance learning (DL) mode based on the introduction of risk management in the management of the educational process. The research method included conducting an anonymous survey among applicants for higher education (applicants) of senior courses of ONMedU in order to study the satisfaction of applicants with the teaching of the educational component “Pediatrics”. According to the inclusion criteria, 292 questionnaires were selected out of 412 completed by respondents. All applicants (100%) participated in the NAM during the COVID-19 pandemic and martial law. The results of the study showed that the overall level of satisfaction with medical DN was 40.57% among domestic applicants, 29.40% among foreign applicants, and was significantly higher among students who had previous experience (for domestic applicants – 57.78%, for foreign applicants – 67.39%) of NAMs in their countries, as well as when multimedia virtual patients and collegial discussion of clinical issues were used during NAM. It is shown that the DS of the educational component “Pediatrics” allows you to save a number of important qualities of the educational process: the theoretical content of the educational component “Pediatrics”; compliance with the principles of integrity in the learning process; observance of the structure and theme of the declared lesson; the use of interactive teaching methods by teachers; technical support of the lesson. Anonymous survey also revealed a number of risks of DN, the elimination or reduction of which can hang the level of satisfaction from training among applicants: insufficient involvement of applicants in scientific work; low satisfaction with the development of practical skills and inconsistency of study time with the amount of material being studied. Solving the problem of providing training in practical skills in the context of LTOs requires a systematic approach across the industry.
Key words: higher education applicant, quality of medical education, anonymous survey, risk management, distance learning.
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