Peer tutoring technology in the professional development of a specialist

Abstract

Aim. The article is devoted to summarizing the experience of using peer tutoring technology at the Volgograd State Medical University in organizing various areas of mentoring at the university, as well as preparing teachers to master this educational technology in the course of pedagogy and educational technologies of additional professional education at the Grigorenko Institute of Public Health.Material and methods. Theoretical (analysis of scientific sources on the research problem, analysis of the activities of Volgograd State Medical University mentors) and empirical research methods (observation, conversation, expert assessment method) were used. Peer tutoring management was analyzed according to the mentoring areas. In adaptation mentoring, peer tutoring was considered in the work of the "School of Curators", "School of Mentors". The analysis object in academic mentoring was peer tutoring in the activities of schools of excellence. In scientific mentoring, "School of Young Researchers" was discussed, while in social mentoring — Projectorium (youth socio-educational forum for social and innovative development), volunteering.Results. Mentoring should be referred specifically to pedagogical technologies, since its distinctive feature is the integration of didactic and educational components. The characteristics of mentoring, tutoring, peer-tutoring technologies are given. Within the federal innovation platform of Volgograd State Medical University, in the process of implementing the innovative educational project "System of Personalized Training in a Higher Educational Institution", a review of peer tutoring practices in adaptation, scientific, academic, and social areas was conducted. Peer tutoring technology in extracurricular educational work has its own characteristics in each direction and general advantages, which contributes to students’ self-determination and inclusion in personal and professional development faster than traditional methods.Conclusion. A variety of approaches to mentoring allows students to understand the advantage of this format of mastering novel professional and social skills in the process of extracurricular activities and, if desired, allows students to develop the mentor qualities.  Mentoring and its form as peer tutoring in the student-to-professional format implements continuity and helps prepare graduates for cooperation with colleagues in a healthcare organization.