SHAPING CHANGES IN THE SYSTEM OF HIGHER MEDICAL EDUCATION: PEDAGOGICAL FOCAL POINTS AND CONTEXTS
DOI: 10.23951/2312-7899-2022-4-142-165
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
References:
Abdrakhmanova, A. O., Koykov, V. V., Baygozhina, Z. A., Khandillaeva, B. M., & Abel’dinova, A. S. (2017). Model’ kompetentsiy PPS meditsinskikh vuzov [Competence model of the teaching staff of medical universities]. Menedzher zdravookhraneniya Respubliki Kazakhstan, 2, 15–19.
Apressyan, R. G. (2022). Value paradigms of character education. Education & Pedagogy Journal, 1(3), 5–12. https://doi.org/10.23951/2782-2575-2022-1-5-12
Apresyan, R. G. (2008). Tsennostnye paradigmy vospitaniya [Value-based paradigms of education]. Vestnik Tomskogo gosudarstvennogo pedagogicheskogo universiteta – Tomsk State Pedagogical University Bulletin, 1, 89–94.
Asmolov, A. G. (2015). Psychology of modernity: The challenges of uncertainty, complexity and diversity. Psikhologicheskie issledovaniya – Psychological Studies, 8(40). http://psystudy.ru/index.php/num/2015v8n40/1109-asmolov40.html
Cascio, J. (2022, July 12). Facing the Age of Chaos. Medium. Apr. 30, 2020. https://medium.com/@cascio/facing-the-age-of-chaos-b00687b1f51d
Evdokimov, K. E., Melik-Gaykazyan, M. V., Kuznetsov, V. G., & Melik-Gaykazyan, I. V. (2016). “Semiotic Attractor”: A Model for The NBICS-Technologies Coherence Management. In Innovation Management and Education Excellence Vision 2020: From Regional Development Sustainability to Global Economic Growth, IBIMA 2016 Proceedings of the 27th International Business Information Management Association Conference (pp. 355–361). Milan.
Fernandes, L., FitzPatrick, M., & Roycroft, M. (2020). The role of the future physician: building on shifting sands. Clinical Medicine, 20(3), 285–289. https://doi.org/10.7861/clinmed.2020-0030
Gerasimova, O. V. (2015). Ideal of doctor: Transformation of the image in view of students of medicine. ΠΡΑΞΗΜΑ. Problemy vizual’noy semiotiki – ΠΡΑΞΗMΑ. Journal of Visual Semiotics, 1, 120–126. (In Russian).
Gorbuleva, M. S., Melik-Gaykazyan, I. V., & Pervushina, N. A. (2020). Pedagogical bioethics initiatives. Vysshee obrazovanie v Rossii – Higher Education in Russia, 29(6), 122–128. https://doi.org/10.31992/0869-3617-2020-6-122-128 (In Russian).
Gorbuleva, M. S., Melik-Gaykazyan, I. V., & Pervushina, N. A. (2021). Educational environment of pedagogical university: Integration of communication formats. Vysshee obrazovanie v Rossii – Higher Education in Russia, 30(10), 139–144. https://doi.org/10.31992/0869-3617-2021-30-10-137-142
Gorbuleva, M. S., Pervushina, N. A., & Tokareva, A. N. (2021). Prospects of edutainment in pedagogical bioethics. ΠΡΑΞΗΜΑ. Problemy vizual’noy semiotiki – ΠΡΑΞΗMΑ. Journal of Visual Semiotics, 4, 312–325. https://doi.org/10.23951/2312-7899-2021-4-312-325 (In Russian).
Haque, M. (2022). Importance of empathy among medical doctors to ensure high-quality healthcare level. Advances in Human Biology, 9, 104–107. https://www.aihbonline.com/text.asp?2019/9/2/104/257814
Kachkova, O. E., et al. (2019). Razrabotka organizatsionnoy modeli patsientoorientirovannoy meditsiny v Rossiyskoy Federatsii [Development of an organizational model of patient-centered medicine in the Russian Federation]. OOO “Rusayns”.
Kelly, R. B. (2012). Patient Education. Textbook of Family Medicine (Chapter 13, pp. 160–165). Eighth Edition. https://doi.org/10.1016/B978-1-4377-1160-8.10013-2.
Khal’fin, R. A., et al. (2018). The concept of patient-oriented model of organization of medical care. Problemy sotsial’noy gigieny, zdravookhraneniya i istorii meditsiny – Problems of Social Hygiene, Public Health and Medicine History, 26(6), 418–423. https://doi.org/10.32687/0869-866X-2018-26-6-418-423 (In Russian).
Maksudova, A. N., et al. (2022). First experience of implementing residency programs at Kazan State Medical University. Kardiovaskulyarnaya terapiya i profilaktika – Cardiovascular Therapy and Prevention, 21(S1):3074, 31–35. https://doi.org/10.15829/1728-8800-2022-3074 (In Russian).
Melik-Gaykazyan, I. V. (2018). Diagnosis of bioethics models. Vestnik Tomskogo gosudarstvennogo universiteta. Filosofiya. Sotsiologiya. Politologiya – Tomsk State University Journal of Philosophy, Sociology, Political Science, 45, 75–82. https://doi.org/10.17223/1998863Kh/45/8 (In Russian).
Melik-Gaykazyan, I. V., & Meshcheryakova, T. V. (2015). The Hippocratic Oath: The transformation of its semantics and the revival of its pragmatics. Schole. Filosofskoe antikovedenie i klassicheskaya traditsiya – Schole, 9(1), 35–44. (In Russian).
Melik-Gaykazyan, I. V., Pervushina, N. A., & Smyshlyaeva, L. G. (2019). The research program of pedagogical bioethics in the conditions of uncertainty of social scenarios. Vestnik Tomskogo gosudarstvennogo universiteta – Tomsk State University Journal, 448, 83–90. https://doi.org/10.17223/15617793/448/10 (In Russian).
Meshcheryakova, T. V. (2015). Visualization in teaching bioethics: Its forms and functions. ΠΡΑΞΗΜΑ. Problemy vizual’noy semiotiki – ΠΡΑΞΗMΑ. Journal of Visual Semiotics, 1, 127–132. (In Russian).
Meshcheryakova, T. V., & Gerasimova, O. V. (2006). Osoznanie tsennosti zhizni v peresechenii eticheskikh pozitsiy (analiz rezul’tatov sotsiologicheskogo issledovaniya dinamiki otnosheniya k problemam bioetiki rossiyskikh studentov-medikov) [Awareness of the value of life in the intersection of ethical positions (Analysis of the results of a sociological study of the dynamics of Russian medical students’ attitudes towards bioethical problems)]. Byulleten’ sibirskoy meditsiny, 5(5), 142–146.
NKLM. (2022, May 22). IV. Absolventenprofil. NKLM: Nationaler Kompetenzbasierter Lernzielkatalog. Medizin Version 2.0 2021. https://nklm.de/zend/objective/list/orderBy/@objectivePosition/studiengang/Absolventenprofil
Pervushina, N. A. (2017). Semiotic Approach to Pedagogical Bioethics. In K. Soliman (Ed.), Proceedings of the 30th International Business Information Management Association Conference (pp. 3232–3238), 8–9 November 2017, Madrid, Spain). IBIMA.
Pervushina, N. A. (2018). Pedagogical bioethics: A semiotic aspect. ΠΡΑΞΗΜΑ. Problemy vizual’noy semiotiki – ΠΡΑΞΗMΑ. Journal of Visual Semiotics, 4(18), 186–201. https://doi.org/10.23951/2312-7899-2018-4-186-201 (In Russian).
Shakhabov, I. V., Mel’nikov, Yu. Yu., & Smyshlyaev, A. V. (2020). Key aspects of a patient-oriented management model of a medical organization. Nauchnoe obozrenie. Meditsinskie nauki, 3, 34–38. https://doi.org/10.17513/srms.1112 (In Russian).
Shestak, N. V., & Shestak, V. P. (2013). Profile pedagogy and modern education. Vysshee obrazovanie v Rossii – Higher Education in Russia, 6, 49–55. (In Russian).
Vanchakova, N. P., & Denishenko, V. A. (2021). Forming emotional and value-based attitude to a patient as a pedagogical problem. Uchenye zapiski universiteta imeni P.F. Lesgafta, 12(202), 61–67. https://doi.org/10.34835/issn.2308-1961.2021.12.p61-68 (In Russian).
Veatch, R. M. (1972). Models for ethical medicine in a revolutionary age. Hastings Center Report, 2(3), 5–7. https://doi.org/10.2307/3560825
WCIOM. (2017, May 22). A doctor in Russia: Patient trust, income, position in society: An analytical review. https://wciom.ru/analytical-reviews/analiticheskii-obzor/vrach-v-rossii-doverie-paczientov-dokhody-polozhenie-v-obshhestve
WFME. (2022, May 22). Role of the Doctor. https://wfme.org/home/projects/role-of-the-doctor/
Zaini, R. G., et al. (2011). Saudi Meds: a competence specification for Saudi medical graduates. Medical Teacher, 33(7), 582–584. https://doi.org/10.3109/0142159X.2011.578180
Zhao, J., Gao, S., Wang, J., Liu, X., & Hao, Y. (2016). Differentiation between two healthcare concepts: Person-centered and patient-centered care. International Journal of Nursing Sciences, 3(4), 398–402. https://doi.org/https://doi.org/10.1016/j.ijnss.2016.08.009
( 380.02 kB ) 
( 364.18 kB )
Issue: 4, 2022
Series of issue: Issue 4
Rubric: ARTICLES
Pages: 142 — 165
Downloads: 486