Формування соціальної зрілості у студентів медичних коледжів на основі тренінгових технологій

Abstract

The dissertation first developed, substantiated and introduced into the educational process of professional training of medical college students a complex of socio-pedagogical conditions that positively affect the formation of social maturity of medical college students, Based on the analysis of scientific literature, the social maturity of medical college students from the standpoint of social dedication is defined as the quality of an individual capable of manifesting subjectivity in educational and socially significant activities in social interaction. In our understanding, "social maturity" is associated with the ability of a person to initiate communication aimed at social interaction (cooperation, mutual assistance, mutual support) for the implementation of social service aimed at ensuring the well-being of society. Analyzing and summarizing the achievements of many researchers, the following components, criteria and indicators of social maturity of medical college students were identified: 1) cognitive-analytical criterion, a cognitive component that encompasses the totality of knowledge about social maturity acquired by an individual, the indicators of which are responsibility for the results of educational activities, activity in it, initiative. It reflects the individual's attitude to the manifestation of social maturity, the degree of awareness of the motivation for socially responsible behavior, the inclusion of social maturity in the hierarchy of values of the individual. 2) subjective-communicative criterion, a communicative component consisting of the motives of social interaction, for which friendliness, sociability, positive interaction are used as indicators. It determines the degree of inclusion of an individual in socially responsible behavior and activity, the nature of the attitude to such behavior, the presence of self-reflection as a subject of socially responsible behavior, shows the degree of awareness of decisions and actions. 3) activity-reflective criterion, an activity criterion that includes the readiness to make a conscious choice of a line of behavior, the indicators of which are interpersonal interaction, experience in implementing the function of a mentor in a student group. It characterizes the volume, depth, nature of knowledge about social maturity, the individual's awareness of the situation of social maturity, the degree of consciousness of judgments about the essence and meaning of socially responsible behavior. The identified criteria and indicators made it possible to distinguish four levels of social maturity in medical college students: high (mature), sufficient (stable), anxious (situational) and critical (passive). The content of the concept of <social and pedagogical support of medical college students= is specified as a teacher’s activity aimed at activating their subjective position in educational and socially useful activities; The tactics of social and pedagogical support are characterized: 1) guardianship 3 acceptance of the student as an individual, taking into account his interests, expectations and aspirations, stimulation, encouragement and approval of the student’s independence; 2) mentoring 3 assistance to the student in gaining the experience necessary for mastering the profession and socially oriented interaction; 3) partnership 3 encouragement of the student to mutual support in the student group. The typology of the personality of college students was differentiated based on the expressiveness of subjective qualities: 1) object-asocial, which is characterized by an irresponsible attitude to educational activities, lack of activity in mastering professional competencies, lack of initiative, indifference to the problems and requests of people around them, lack of need for interpersonal communication, conflict, antisocial behavior; 2) object-prosocial, which is characterized by insufficient responsibility and lack of initiative in educational activities, anxious mood in relation to others, weak orientation to cooperation in the team, inability to resist external factors, inability to make decisions and express one's point of view when organizing socially significant activities; 3) subjective-egoistic, the features of which are responsibility for the results of educational activities, a high level of activity in the development of professional competencies, the desire for leadership, purposefulness, egocentric attitudes; 4) subjective-prosocial, which is distinguished by a high level of initiative, activity and responsibility in educational activities, with a social orientation in interpersonal relationships, with a willingness to take on the function of a mentor in interpersonal interaction. A structural model of the formation of social maturity in medical college students based on the use of training technologies has been developed, which reflects the leading characteristics of the pedagogical system in a specially designed objectanalogue. The proposed structural model reflects the content of the formative stage of experimental research work and is represented by the following blocks: target, organizational and pedagogical, practical and effective. Thus, the target block contains the goal and pedagogical task of the experiment. The organizational and pedagogical block includes the developed socio-pedagogical conditions and methodological approaches and concepts of practical activity. We have developed a training course "Social development of the future medical worker", a seminarworkshop "Professional readiness of teachers to ensure the formation of social maturity of college students" and a program for the formation of social maturity during the development of educational components of the specialty "Medical practice", methods and mechanisms for the practical implementation of the selected socio-pedagogical conditions, components, criteria and indicators of the formation of social maturity of college students and characterized typologies of students' personalities are given in the practical block. The results block presents the levels of formation of social maturity in medical college students based on the use of training and research work. Practical mechanisms for the formation of social maturity in medical college students based on the use of training technologies have been identified and implemented in the educational process: stereotyping (establishing the similarity of the student's ideas with the image of an active, proactive and responsible future professional), reflection (awareness of the results of one's own activities for effective interaction) and personification (personal responsibility for activities in the educational process, for interpersonal relationships and experience in performing the function of a mentor). As the main organizational form aimed at implementing socio-pedagogical conditions in the educational process of the college, a specially developed and presented training course "Social Development of the Future Medical Worker" was chosen to implement socio-pedagogical conditions for the formation of social maturity by means of training technologies. It consists of specially created functional classes that act as structural components that enrich the educational process by means of training technologies. Within the framework of the first module of classes "Educational Technologies", educational and professional enrichment was carried out by immersing students in the meanings of their future profession with an emphasis on mutual assistance and mutual assistance in completing educational tasks, various types of research and experimental activities. The second module "Emotionally positive educational environment" included the creation of a friendly atmosphere in the academic group to activate subject-subject relations during social interaction. Within the framework of the third module "Collective-social interaction", work was carried out on the social enrichment of students' educational activities. Socio-pedagogical support is presented as the implementation by college teachers of various tactics of socio-pedagogical support (mentoring, partnership, cooperation) with students of different personality typologies (object-asocial, objectprosocial, subject-egoistic, subject-prosocial) based on the use of training technologies. In order to specifically prepare college teachers for work in new conditions to ensure the development of social maturity of students, a 16-hour seminar-workshop was organized "Professional readiness of teachers to ensure the formation of social maturity of college students." The materials of the seminar-workshop served as the basis for designing further experimental work on the implementation of sociopedagogical conditions aimed at the formation of social maturity of medical college students by means of training technologies in the educational process of the college. Comparing the results before and after the formative experiment, we can state that in the EG at the end, 8 respondents showed a high level, 10 showed a sufficient level, which is 23.08% more and 19.23% more, respectively. Only 3 respondents with a low level were found at the end of the formative stage, which is -23.08% less than before the beginning of the experiment. As for the CG, the indicators of high and anxious levels did not change. There is only a difference of 8.33% between the results at the beginning and end of the formative stage in respondents with sufficient and critical levels (+2 and -2 respondents from the previous indicators, respectively). Generalization of the obtained data of repeated expert assessment for each personality type allowed us to establish a change in the indicators of social maturity in students of different personality types. The results of research and experimental work on the formation of social maturity in medical college students based on the use of training technologies are reflected in the positive dynamics of the development of the qualities of social maturity of the students' personality - responsibility, activity, initiative in educational and socially significant activities, sociability, friendliness, including when performing the function of a mentor in collective interaction.