This article examines the integration of mentorship and reflective learning technologies in hygiene education aimed at developing the professional competence of future physicians. The study analyzes the importance of reflective approaches in modern medical education for fostering students’ independent thinking, self-assessment skills, and the ability to evaluate clinical and preventive situations. It also highlights the role of mentorship in enhancing students’ practical skills, analytical thinking, and professional decision-making abilities. The results indicate that the integration of mentorship and reflective learning technologies represents an effective pedagogical approach for improving the professional competence of medical students.
Integration of Mentorship and Reflective Learning Technologies in Hygiene Education for Developing Future Physicians’ Professional Competence
DOI:
Keywords:
Hygiene
mentorship
reflective learning
Abstract
Downloads
Download data is not yet available.
References
Knowles M. S. Andragogy in Action: Applying Modern Principles of Adult Learning. – San Francisco : Jossey-Bass, 1984.
Vygotsky L. S. Mind in Society: The Development of Higher Psychological Processes. – Cambridge, MA : Harvard University Press, 1978.
Bruner J. S. The Culture of Education. – Cambridge, MA : Harvard University Press, 1996.
Bandura A. Social Foundations of Thought and Action: A Social Cognitive Theory. – Englewood Cliffs, NJ : Prentice-Hall, 1986.
Schön D. A. The Reflective Practitioner: How Professionals Think in Action. – New York : Basic Books, 1983.
Benner P. From Novice to Expert: Excellence and Power in Clinical Nursing Practice. – Menlo Park, CA : Addison-Wesley, 1984.
Harden R. M., Laidlaw J. M. Essential Skills for a Medical Teacher: An Introduction to Teaching and Learning in Medicine. – 2nd ed. – London : Elsevier, 2017.
Dent J. A., Harden R. M., Hunt D. A Practical Guide for Medical Teachers. – 5th ed. – Edinburgh : Elsevier, 2017.
Spencer J. A., Jordan R. K. Learner-centred approaches in medical education // British Medical Journal. – 1999. – Vol. 318, № 7193. – P. 1280–1283.
Epstein R. M., Hundert E. M. Defining and assessing professional competence // Journal of the American Medical Association. – 2002. – Vol. 287, № 2. – P. 226–235.
Frenk J., Chen L., Bhutta Z. A., Cohen J., Crisp N., Evans T. et al. Health professionals for a new century: Transforming education to strengthen health systems // The Lancet. – 2010. – Vol. 376, № 9756. – P. 1923–1958.
Hmelo-Silver C. E. Problem-based learning: What and how do students learn? // Educational Psychology Review. – 2004. – Vol. 16, № 3. – P. 235–266.
Prince M. Does active learning work? A review of the research // Journal of Engineering Education. – 2004. – Vol. 93, № 3. – P. 223–231.
Kolb D. A. Experiential Learning: Experience as the Source of Learning and Development. – Englewood Cliffs, NJ : Prentice Hall, 1984.
Brookfield S. D. Teaching for Critical Thinking: Tools and Techniques to Help Students Question Their Assumptions. – San Francisco : Jossey-Bass, 2012.
Cruess R. L., Cruess S. R., Steinert Y. Teaching Medical Professionalism: Supporting the Development of a Professional Identity. – 2nd ed. – Cambridge : Cambridge University Press, 2018.
Sambunjak D., Straus S. E., Marušić A. Mentoring in academic medicine: A systematic review // Journal of the American Medical Association. – 2006. – Vol. 296, № 9. – P. 1103–1115.
Ten Cate O. Entrustability of professional activities and competency-based training // Medical Education. – 2005. – Vol. 39, № 12. – P. 1176–1177.
World Health Organization. Global Competency and Outcomes Framework for Universal Health Coverage. – Geneva : WHO, 2021.
World Health Organization. Transforming and Scaling Up Health Professionals' Education and Training: WHO Education Guidelines. – Geneva : World Health Organization, 2022.