Search

SHAPING CHANGES IN THE SYSTEM OF HIGHER MEDICAL EDUCATION: PEDAGOGICAL FOCAL POINTS AND CONTEXTS // ΠΡΑΞΗMΑ. Journal of Visual Semiotics. 2022. Issue 4 (34). P. 142-165

The article contains materials of interdisciplinary scientific and design developments of the authors’ research team of two universities in Tomsk – Siberian State Medical University (SSMU) and Tomsk State Pedagogical University (TSPU) within the framework of the Transformation of Medical and Pharmaceutical Education strategic project from the Siberian State Medical University Development Program for 2021–2030 (Priority–2030). The data of an empirical study are presented, showing the relevance of such a change both at the level of management of universities implementing programs of higher medical education and at the level of updating of the agenda of scientific and pedagogical research in this field of education. The methods used in writing the article are: theoretical analysis, structural analysis, expert method, survey, focus group, and pedagogical design with modeling elements. The conception of the empirical study was based on three ideas. The first one was the statement of the need to make an “anthropological turn“ in the field of modern Russian pedagogical theories (Aleksandr Asmolov). Since it is bioethics that is implementing this “turn” in healthcare practice, the second idea was the semiotic diagnostics of sociocultural transformations, which established the identity of the spectrum of communicative formats doctor–patient and teacher–student (Irina Melik-Gaykazyan). This gave rise to the third idea – pedagogical bioethics (in the interpretation of Nina Pervushina) – the introduction of the pragmatics of training future doctors into the syntax of the curriculum of future teachers. Thus, the concept of our empirical research is similar to the ideological “boomerang“ of the semiotic essence of pedagogical bioethics – the design of changes in the semantics of training courses in the domestic system of higher medical education. The article aims to provide a reasonable idea of the directions, nature, and content of changes in Russia’s current system of higher medical education in relation to its pedagogical contexts. The reasons for the emergence of new semantic focal points determining the changes in the pedagogical features of the domestic system of higher medical education are discussed. As a source of enrichment of ideas about the meaning and the ways of transformation of pedagogical aspects of the future doctors training, the results of an analysis of Russian and international practices of medical education related to the identification of the repertoire of roles of a modern doctor are presented. New accents of teachers’ professional activity, related to adaptation to changes in education, in higher medical education in Russia are also pointed out. The actual contexts of changes in professional activity and in professional development of a lecturer in higher medical education as a source of enrichment for the modern agenda (new subject matter) of scientific and pedagogical research are indicated. The viewpoint of considering modern medical higher education in the pedagogical presentation of humanistic values, including aspects of pedagogical bioethics, is presented.

Keywords: setting for changes in medical education, values, pedagogical contexts of professional medical education, spectrum of role repertoire of doctor, teachers of higher medical education in Russia

EDUCATION DIGITALIZATION ASTIGMATISM: PROBLEM SETTING FOR SEMIOTIC DIAGNOSTICS OF CONSEQUENCES // ΠΡΑΞΗMΑ. Journal of Visual Semiotics. 2023. Issue 3 (37). P. 90-110

The specificity of the task — diagnostics — makes it justified to resort to medical terminology. At the same time, the semiotic nature of this diagnostics justifies an appeal to the etymology of some medical terms, which goes back to ancient myths. Astigmatism is a diagnosis of such a deviation from the norm of vision, one of the symptoms of which is the perception of a circle as an oval. The reason for this deviation from the norm is the syndrome of the defective crystalline lens of the eye, leading to focusing features. Here, a chain of associations may arise, caused by the plots of the myth. In the ancient Greek version, Hestia was the keeper of the hearth, and the hearth was the pivot of the fire which, in the Roman version, was called “focus”. Hestia is present by her name and purpose in yet another medical term: the gestational period. This term denotes (formerly more often, now rarer) the state of pregnancy. This chain of associations serves to set the problem: to find a way to diagnose the consequences of the forced digitalization of teacher education during the pandemic. In other words, the search for an answer to the question: does the stay of a future teacher in the “belly” of a pedagogical university during the gestational period, passing with “complications”, require measures to replenish the norm of a specialist “born” by the university? Or, does digitalization burden the anamnesis of a future teacher? The procedures of the diagnostics themselves are based on the symptom/semantics, syndrome/syntactics, anamnesis/pragmatics correspondence. The listed correspondence is included in the operationalization of the basic concepts of the questionnaires. Two groups are selected for the pilot survey of students. The first group (I) includes the students for whom the period of total digitalization included the entire last year at high school and the first semester at the university. The second group of students (II) consists of those for whom total digitalization occurred during the third and fourth years of the university program. This selection fixes the extreme positions (I and II) in the distribution of digitalization by significant stages in the curriculum. In full-time mode, a survey of lecturers and teachers working with contingents of student groups (I and II) has been conducted on specially formulated points to find out the pros and cons of the digitalization of education; confirmation or refutation of the hypothesis of the authors of the article about the norm deformation. The pilot survey involves 60 students and 12 of their teachers. The article gives a general description of the survey tools. The questionnaire for surveying students combines verbal and visual methods of diagnostics. Teachers record the transformation of the norm, associated with only two aspects: a decrease in the quality of education and student-teacher communication. The relevance of the procedures of the semiotic diagnostics to the search for answers to the research question posed is confirmed by the revealed circumstance which was eluding under the use of different optics when the effects of education digitalization were discussed in the scientific literature. For the first time, the identified defect in the digitalization of education is the gap in student-student communication. This defect has consequences also established on the basis of the application of semiotic diagnostics procedures. Among these consequences, there is the lack of understanding of the essence of teamwork, leadership, professional competition and ethical principles of subject-subject communication. Such an effect of “educating Robinson Crusoe” does not correspond well to the competencies of a teacher. In whose “eye” is there the lens with a distorting defect? Students? Teachers? Operators of digitalization in education? We have found that digitalization in education implemented during the pandemic is subject to astigmatism. The fact that this situation belongs to the past requires two measures. First, the correction of “vision” among graduates. Secondly, the introduction of precise compensatory actions in the environment of distance education.

Keywords: norm, student-student communication deformation, completion of norm