The Influence of Facilitation as a Practice-Oriented Method on the Psycho-Emotional State of Medical University Students
One of the promising models of modern medical education is the use of practice-oriented methods, including the implementation of theoretical knowledge in practice and the personal involvement of students in the educational process, in particular, the facilitation method, which allows the team to immerse themselves in learning in conditions of competitive elements, as well as the use of team games, which can change the psycho-emotional state of students. The aim of the research was to study the influence of facilitation as a practice-oriented method in teaching the discipline "Human Anatomy" on stress levels, personality motivation, confidence and self-efficacy. Methods: The experimental study consisted of a non-randomized study on 66 volunteer students divided into two groups: the Smart-Study group (n=33) and the control group (n=33). The effectiveness of the facilitation method was studied within the framework of the developed course, in which the process of group classes on "Human Anatomy" took place by a specially trained team of student facilitators. The study of the psychoemotional state included psychodiagnostics on the PSM-25 scale, the Carver-White questionnaire, the self-confidence test (V. G. Romek), and the general self-efficacy scale (GSE). Statistical analysis was carried out using parametric methods. Results: A comparison of the two samples at the end of the course revealed changes in the experimental group on the scale of self-efficacy (31.4±4.2), reactions to negative (12.0±1.9) and positive (12.0±1.7) stimuli, confidence (22.5±4.1) (p<0.05). When using the facilitation method with game design elements in the experimental group, a change in the dynamics of psychodiagnostic indicators were revealed: a qualitative decrease in the level of psychological stress (-8.53), reactions to negative stimuli (-4.25), increased severity on the scale of perseverance (2.28), confidence (2.28) and initiative (0.05), as well as an increase in the subjective perception of selfefficacy (3.69). Conclusions: The presented methods have an impact on the educational process of students, contributing to their personal involvement in the process. These results can be extrapolated to other theoretical disciplines, confirming their effectiveness and versatility.
Keywords
practice-oriented methods,
self-efficacy,
confidence,
stress tolerance,
motivation,
facilitation,
medical educationAuthors
| Leushina Anna V. | Boris Eifman Dance Academy | a-leushina@mail.ru |
| Mitryaikin Nikita S. | Siberian State Medical University | mitryaykin.ns@ssmu.ru |
| Damdinova Iana O. | Siberian State Medical University | yanadamdinova@mail.ru |
| Dvornichenko Marina V. | Siberian State Medical University | dvornichenko.mv@ssmu.ru |
| Rykun Artem Yu. | Tomsk State University | a_rykun@mail.ru |
Всего: 5
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