Pedahohichni umovy formuvannia universalnoi kliuchovoi kompetentnosti v intensyvnii terapii na pershomu etapi pisliadyplomnoho navchannia zakladu vyshchoi medychnoi osvity [Pedagogical conditions of forming a universal key competence in intensive care during the first stage of postgraduate education in a medical school]

Abstract

Background: Intensive care is a universal professional key competence for doctors of all specializations. Preventive care, early detection and timely correction of precursors, life-threatening symptoms and complications, are its structural components that must ensure capabilities and readiness to diagnose acute pathologies and to provide efficient treatment for patients in critical conditions. It requires complex professional skills, know-hows, attitude and working experience which must be created by professional educational systems, focused on both near- and long-term outcomes for patients. Purpose: To increase effectiveness of medical education by improving related technologies and methodologies. Materials and Methods: Contemporary interactive education in cardio-respiratory resuscitation and intensive care for medical interns of all specializations which was improved in line with recent development of intensive care technologies and devices for patients’ monitoring and life support. Results: Our adaptive educational environment allowed to implement pedagogical process as a complex professional adult education system. Competency-oriented approach was used for structured accumulation of know-hows, increased complexity of systematic assignments for theoretical, simulated, and practical clinical training, thereby providing for comprehensive adoption of the invariant content. Systematic approach to assignments of variable complexity helped to overcome educational difficulties and adequately evaluate the results and perspectives of individual activities. It strengthened motivation for professional self-organization and developed related competencies and value-based attitude to professional activities. Conclusions: Adult professional education during early post-graduate stage is implemented as pedagogical process targeting comprehensive improvements of personal actionable self-organization while acquiring new know-hows, technological and perceptive actions and providing new levels of self-development and professional competencies.