(2016) Science and education, 12, 99-109. Odessa.

Tetiana Derkach,
Doctor of Pedagogy, associate professor,
Department of Industrial Pharmacy,
Kyiv National University of Technologies and Design,
2, Nemirovicha-Danchenko Str., Kyiv, Ukraine

ELECTRONIC RESOURCES IN TEACHING BASIC CHEMICAL DISCIPLINES AT UNIVERSITIES

The article goal is to examine the actual state of the use of electronic resources in teaching chemical disciplines, as well as to justify common approaches to the expedient choice of means of information and communication technology for learning. To achieve this goal, the following methods were used: questionnaire, survey of experts to determine the real state of the use of electronic resources in teaching chemical sciences; classification of available electronic resources to rank their expedience; computer testing to determine personal characteristics of the educational process participants and statistical methods using SPSS software package to interpret the experimental data obtained. The statistical analysis included a comparison of samples, data validation, dispersion tests for statistical significance difference (ANOVA package), and correlation analysis for metric (Pearson‟s statistics) and rank (W Kendall‟s statistics) variables. The actual state of the use of e- resources in teaching chemical disciplines was studied. Various parameters, such as functionality, demand for the use of a given resource in accordance with expert‟s opinion and correlations with students‟ preferred learning styles, were used for the classification of e-resources and for the identification of several groups for further analysis. A significant discrepancy between the necessary provision of learning process with e-resources and the real state of the problem was established on the base of experts‟ opinions. Two important aspects of the contradictions were revealed, namely the teachers recognize the need of usage of different types of e-resources but do not use some of them in their practice. The appraisal of expediency of the use of certain eresources is significantly different from the viewpoint of students and faculty. This creates prerequisites for reducing the effectiveness of the use of e-resources.

higher education, basic chemical disciplines, learning style, information and communication technology, electronic resources.

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2. Kozlakova, H. O. Vprovadzhennia informatsiinokomunikatsiinykh tekhnolohii u navchalnyi protses vyshchoi shkoly: analiz stanu, problemy, perspektyvy [Application of information and communication technologies to the educational process of higher education: analysis, problems and prospects]. Visnyk NTUU «KPI» – Bulletin of NTU "KPI", 2009, 3, 102-107 [in Ukrainian].
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4. Bilak, Yu. Yu. (2014). Tekhniko-dydaktychni aspekty vykorystannia informatsiino-komunikatsiinykh tekhnolohii u navchalnomu protsesi universytetu [Technical and didactic aspects of the use of information and communication technologies in University educational process]. Nauka i osvita – Science and Education, 3, 18- 23 [in Ukrainian].
5. Özyurt, Ö. (2015). Learning style based individualized adaptive e-learning environments: Content analysis of the articles published from 2005 to 2014. Computers in Human Behavior, 52, 349-358 [in English].
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15. Derkach, T. M. (2013). Teoretychni ta metodychni osnovy pidhotovky maibutnikh fakhivtsiv khimichnykh spetsialnostei zasobamy informatsiinykh tekhnolohii: monohr. [Theoretical and methodological basics of training of future specialists of chemical specialties by means of information technologies: monograph]. D.: ART-PRES [in Ukrainian].
16. Landau, S. & Everitt, B. S. (2004). A Handbook of Statistical Analyses using SPSS. Chapman & Hall. USA [in English].
17. Felder, R. М. (2011). Index of learning styles (ILS). Retrieved from: http://www4.ncsu.edu/unity/lockers/users/f/felder/public/I LSpage.html [in English].
18. Felder, R. M. & Silverman, L. K. (1988). Learning and Teaching Styles in Engineering Education. Engineering Education, 78, 7, 674-681 [in English].
19. Derkach, T. M. (2012). Spryiniattia elektronnykh navchalnykh resursiv studentamy z riznymy styliamy navchannia [Perception of e-learning resources by students with different learning styles]. Naukovi Zapysky: Zb. nauk. statei NPU im. M. P. Drahomanova. – Naukovi Zapysky. – Scientific Transactions. – K. : Vyd-vo NPU im. M.P. Drahomanova, 100, 87–97 [in Ukrainian].
20. Derkach, T. M. (2013). Effektivnost kompiuternogo modelirovaniia pri izuchenii gazovykh zakonov v kurse «Neorganicheskaia khimiia» [The efficiency of the computer simulation to study gas laws within the course of inorganic chemistry]. Mezhdunarodnyi elektronnyi zhurnal «Obrazovatelnye tekhnologii i obshchestvo. – International Electronic Journal “Educational Technology & Society”, 2 (16), 345–361. – Retrieved from http://ifets.ieee.org/russian/periodical/ journal.html [in Russian].

(2016) Science and education, 12, 149-155. Odessa.

Shahnaz Shooshtarizede,
faculty member of Islamic Azad University, Falavarjan Branch, post-graduate student,
Islamic Azad University, Khourasgan Branch, Isfahan, Iran
Ali Reza Yousefi,
professor, Medical Education Research Center,
Isfahan University of Medical Sciences, Isfahan, Iran,
Narges Keshtiaray,
associate professor, Department of Educational Science,
Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran

MEDICAL PROFESSIONALISM: TEACHING AND LEARNING

The objective of modern education is to ensure that every physician understands the nature of professionalism, its characteristics, and the obligations necessary to sustain it. This can be considered as a cognitive base of professionalism. Teaching the cognitive base of professionalism is not difficult. Establishing the environment where the process of socialization in its most positive sense can take place is much harder. A scientifically competent medicine alone cannot help a patient grapple with the loss of health or find meaning in suffering. Along with professional skills, physicians need the ability to listen to patients and to act on their behalf. This is narrative competence, that is, the competence that human beings use to absorb, interpret, and respond to stories. This competency enables the physician to practice medicine with empathy, reflection, professionalism, and trustworthiness. Through systematic and rigorous training of such narrative skills as close reading, reflective writing, and authentic discourse with patients, medical students can improve their care of patients, commitment to their own health and fulfillment, care of their colleagues, and continued fidelity to medicine’s ideals. Programs can be done to incorporate narrative work into many aspects of medical education and practice. It is time to stop focusing on the rule-based professionalism that dominates in our current teaching. Instead, we must acknowledge the narrative basis of medicine and develop educational experiences that will allow students and residents to learn what it truly means to be a physician. The assessment of professionalism must be subjective, narrative, personal, undertaken during both the periods of stress and during everyday activities (not just on special occasions).

medical professionalism, teaching, learning, curriculum, teaching methods.

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3. Cruess, R. L., Cruess, S. R. (1997). Teaching medicine as a profession in the service of healing. Acad Med., 72, 941-952.
4. Cruess, R. L., Cruess, S. R. (1997). Professionalism must be taught. BMJ, 315, 1674-1677.
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9. Irvine, D. (1997). The performance of doctors, II: Maintaining good practice, protecting patients from poor performance. British Medical Journal, 314, 1613-1615. 10. Irvine, S. D. (1999). The new professionalism. The Lancet, 353, 1174-1177.
11. Maudsley, G. & Strivens, J. (2004). Promoting professional knowledge, experiential learning & critical thinking for medical students, Medical Education, 34, 535-544.
12. Cruess, R. L., Cruess, S. R. (2006). Teaching professionalism: general principles. Medical Teacher, 28- 3, 205-208.
13. Boudreau, D. J., Cruess, S. R., Cruess, R. L. (2011). Physicianship: Educating for professionalism in the post-flexnerian era. PerspectBio Med. 54, 89-105.
14. Boudreau, J. D., Cassell, E. J., Fuks, A. (2007). A Healing Curriculum. Med. Educ., 41, 1193-1201.
15. Boudreau, J. D., et al. (2008). Patients’ Perspectives on physicians’ roles: implication for Curricular reform, Acad. Med., 83, 744-753.
16. Boudreau, J. D., Cassell, E. J. and Fuks, A. (2008). Preparing medical students to become skilled at Clinical observation. Med. Teach., 30, 857-862.
17. Boudreau, J. D., Cassell, E. J. and Fuks, A. (2009). Preparing medical students to become attentive listeners. Med. Teach., 31, 22-29.
18. Kinghorn, W. A. (2010). Medical education as moral formation: An Aristotelian account of medical professionalism. Perspect Bio Med, 53, 87-105.
19. Hafferty, F. W. (1998). Beyond curriculum reform: confronting medicine´s hidden curriculum. Acad. Med., 73, 403-407.
20. Foster, C., et al. (2006). Educating clergy: Teaching practices and pastoral imagination. San Francisco: Jossey-Bass.
21. Huddle, T. S. (2005). Teaching professionalism: is medical morality a competency? Acad. Med., 80, 885-891. 22. Hafferty, F. W. (2003). Reconfiguring the sociology of medical education: emerging topics and pressing issues, in: C.E. Bird, P. Conrad & A.M. Fremont (Eds), Handbook of Medical Sociology, 5 th ed., (pp. 238- 257). Upper Saddle River, NJ, Prentice Hall.
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24. Royal College of Physicians of London. (2005). Doctors in Society: Medical Professionalism in a Changing World. London Royal College of Physicians of London.
25. Hilton, S. R. and Slotnick, H. B. (2005). Protoprofessionalism: how professionalization occurs across the continuum of medical education. Med. Educ. 39, 58- 65.
26. Rudy D. W., Elam C. L. & Griffith, C. H. (2001). Developing a stage- appropriate professionalism curriculum. Acad. Med., 76, 503.
27. Fraser, S. W. and Greenhalgh, T. (2001). Coping with complexity: educating for capability. BMJ, 323, 799- 803.
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29. Slotnick, H. B. (2001). How doctors learn: education and learning across the medical school to practice trajectory. Acad. Med., 76 (10), 1013-1026.
30. Driessen, E. W., et al. (2003). Use of portfolios in early undergraduate training. Med. Teacher, 25, (Vol. 1), 18-23.
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32. Epstein R. M. and Hundert, E. M. (2003). Defining and assessing professional competence. JAMA, 287, 226-235.
33. Cooke, M., Irby, D.M., & O’Brien, B. C. (2010). Educating physicians: A call for reform of medical school and residency. SanFrancisco: Jossey-Bass.
34. Indyk, D., Deen, D., Fornari, A., Santos, M. T., Lu, W. H., & Rucker, L. (2011).The influence oflongitudinal mentoring on medical student selection of primary care residencies. BMC MedicalEducation, (pp. 11- 27).
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(2016) Science and education, 12, 68-74. Odessa.

Tetiana Svekla,
post-graduate student,
Department of Ukrainian Philology and Methods of Teaching Vocational Subjects,
South Ukrainian National Pedagogical University named after K. D. Ushynsky,
26, Staroportofrankivska Str., Odesa, Ukraine

THE LEVEL OF MASTERING COMMUNICATION STRATEGY WHEN WORKING WITH MODERN ADVERTISING AND PR-TEXTS

The article is aimed at analysing the concept of «strategy» in the field of advertising and its classification, distinguishing the concepts of "PR-text" and "ad copy", studying their relationship in effective advertising discourse organisation. Communication strategy in the field of advertising discourse is considered as a complex of creative activities consisting of an informational component, a unique offer of advertising appeal and the process of its transmission to consumers through the dissemination of advertising aimed at the selection of the priority instruments of marketing communications, their optimal combination and strengthening of the integrative effect on consumers. Basing on the fact that the communication strategies of advertising are characterised by powerful force, making it possible to control the human mind, and force a recipient act regardless of his/her real desires or needs, the following strategies have been distinguished: oriented-way, informative and manipulative, argumentative and mnemonic, emotional and affecting, causative and optimisational. According to this typology, the following levels of assimilation in the process of training future specialists in the field of advertising have been identified: receptive and sensitive, reproductive and operational creative and productive. The first level involves recognition of advertising texts among other types by means of comparison; classification of media texts by thematic groups; the ability to highlight structural and compositional characteristics of media texts and their components, and analyse them, basing on the background and theoretical knowledge. The second and third levels involve the applied character of the knowledge acquisition. The ability to analyse advertising and PR-texts at the reproductive and operational level will clearly define the verge of advertising and PR texts, and also classify media texts by genre and type. This will provide avoiding mistakes at the third, creative and productive level, because it involves the creation of a unique piece of one’s promotional products that can be competitive in the field of advertising discourse.

advertising text, communication strategy, PR-text, social communication specialists in advertising and public relations.

1. Bespalko, V. P. (1977). Osnovy teorii pedagogicheskikh sistem [Foudations of the educational system theory]. Voronezh: Izd-vo Voronezh. un-ta [in Russian].
2. Danyliuk, S. S. (2013). Dyskursyvna, stratehichna, sotsialna ta sotsiokulturna kompetentsii yak skladnyky komunikatyvnoi kompetentsii v mezhakh modeli formuvannia profesiinoi kompetentnosti maibutnikh filolohiv zasobamy internet-tekhnolohii [Destructive, strategic, social and sociocultural competences as components of communicative competence in the framework of the model of future philologists’ professional competency formation by means of IT]. Pedahohika formuvannia tvorchoi osobystosti u vyshchii i zahalnoosvitnii shkolakh – Pedagogy of creative personality formation at secondary schools and universities, 30, 137-143 [in Ukrainian].
3. Karaman, S. O. (2000). Metodyka navchannia ukrainskoi movy v himnazii [Methods of teaching Ukrainian at gymnasiums]. Kyiv: Lenvit [in Ukrainian].
4. Koka-kola novorichna reklama [Coca-Cola Christmas advertising]. Retrieved from: https://www.youtube.com/watch?v=XFLogWZO0tg [in Ukrainian].
5. Krivonosov, A. D. (2002). PR-tekst v sisteme publichnykh kommunikatsiy [PR text in the system of public communications]. Saint Petesburg: «Peterburgskoe Vostokovedenie» [in Russian].
6. Lyubashenko, O. V. (2007). Linhvodydaktychni stratehii: proektuvannia protsesu navchannia ukrainskoi movy u vischii shkoli: Monografiia [Linguodidactic strategies: designing Ukrainian language teaching at universities]. Nizhyn: Aspekt-PolIgraf [in Ukrainian].
7. Pustovit, L.O. et. al. (2000). Slovnyk inshomovnykh sliv [Dictionary of foreign words]. Kyiv: Dovira, UNVTs «Ridna mova» [in Ukrainian].
8. Tolmacheva, T. A. (2008). Metodicheskiy potentsial ispolzovaniya kommunikativnyih strategiy inoyazyichnogo rechovogo povedeniya v protsesse obucheniya inostrannomu yazyiku v yazyikovom vuze [Methodical potential of using communicative sttategies of foreign speech behaviour in the process of teaching foreign languages at linguistic universities]. Mir nauki, kulturyi, obrazovaniya – World of science, culture, education, 4 (11), 95-98. Gorno-Altaysk: RIO GAGU [in Russian].

(2016) Science and education, 12, 74-83. Odessa.

Аnna Dobrovolska,
PhD (Candidate of Physical and Mathematical Sciences), associate professor,
Department of Medical Informatics, Medical and Biological Physics,
Ivano-Frankivsk National Medical University,
2, Halytska Str., Ivano-Frankivsk, Ukraine

INDEPENDENT WORK AS A MEANS OF FORMING FUTURE DOCTORS AND PHARMACISTS’ IT COMPETENCE

Independent work, which is implemented with the aim of forming future doctors and pharmacists’ IT competence in the process of studying scientific disciplines, consists of motivational, cognitive, information and semantic, activity, procedural, reflexive and evaluative components. The developed manuals, implemented into the process of teaching the scientific disciplines, can be considered as a form of communication (i.e. educational resources) which provides commutation between the subjects of the educational process during the self-educational IT competence formation, and also as information resources, which involve integration of all methodical materials within the limits of each educational complex developed for every studied scientific discipline. Some practical tasks and tests of four levels, which form a certain system within the limits of the developed manuals and intended for performing during independent work implementation, are aimed at preparing future specialists for practical classes, passing current and final module controls, making control and term papers (projects), and also individual independent and research works. The model of knowledge acquisition in the process of future doctors and pharmacists’ IT competence formation in the process of independent work implementation has been developed. Within the limits of this model, the self-educational process of future specialists’ IT competence formation and their professional knowledge, abilities and skills acquisition during teaching scientific disciplines to them by means of the developed manuals can be corrected in practice. The research results have shown that the developed manuals are the effective means of future doctors and pharmacists’ independent work organisation and implementation, which is aimed at the formation of their IT competence in the process of teaching scientific disciplines to them.

questionnaire, survey, question, task, components, model, independent work, manuals.

1. Artyukhina, A. I. (2012). Kompetentnostnoorientirovannoe obuchenie v meditsinskom vuze: Uchebnometodicheskoe posobie [Competence-Based Medical Education: A Text-Book]. Omsk: Poligraficheskiy tsentr KAN. Retrieved from http://edu.omskosma.ru/uploads/pedo/ser_2.pdf [in Russian].
2. Vaslyaeva, M. Yu. (2014). Model organizatsii samostoyatelnoy raboty studentov pri izuchenii inostrannogo yazyka s ispolzovaniem Internet-resursov [The model of students’ independent work organization when studying of a foreign language with the use of Internet resources]. Molodoy uchenyy – Young scientist, 13, 244-250. Retrieved from: http://moluch.ru/archive/72/ [in Russian].
3. Vinnik, V. K. (2013). Model organizatsii samostoyatelnoy raboty studentov s primeneniem uchebnoy platformy Moodle [Model of students’ independent work organization with using Moodle educational platform]. Sovremennye problemy nauki i obrazovaniya – Modern challenges of science and education, 3. Retrieved from: http://cyberleninka.ru/article/n/model-organizatsiisamostoyatelnoy-raboty-studentov-s-primeneniemuchebnoy-platformy-moodle [in Russian].
4. Dobrovolska, A. M. (2016). Model metodychnoi systemy formuvannia IT-kompetentnosti maibutnikh likariv i provizoriv u protsesi navchannia dystsyplinam pryrodnycho-naukovoi pidhotovky [The model of methodical system of the formation of the IT competence of future doctors and pharmacists in the process of teaching the disciplines of naturally scientific preparation]. Nauka i osvita. Ser. : Pedahohika, 6, 86-95. Retrieved from: https://drive.google.com/file/d/0B7lN9BNNMs90dXNGe HVzS2t2TG8/view [in Ukrainian].
5. Rudina, T. V. (2012). Model organizatsii samostoyatelnoy raboty studentov bakalavriata [Independent work of bachelor degree students: model of organization]. Izvestiya Samarskogo nauchnogo tsentra Rossiyskoy akademii nauk – News of Samara scientific centre of Russian academy of sciences, 14, 2-1, 75-78. Retrieved from: http://cyberleninka.ru/article/n/model-organizatsiisamostoyatelnoy-raboty-studentov-bakalavriata [in Russian].
6. Steblova, K. K. (2012). Orhanizatsiia samostiinoi roboty studentiv VNZ za dopomohoiu zasobiv informatsiinykh tekhnolohii [Organization of independent work of university students by means of information technologies]. Problemy ta perspektyvy formuvannia natsionalnoi humanitarno-tekhnichnoi elity: zb. nauk. pr. – Challenges of national humanitarian and technical elite formation: collection of scientific works..)., 30-31 (34- 35), 317-325. L. L. Tovazhnianskyi, O. H. Romanovskyi (Ed. Retrieved from: http://repository.kpi.kharkov.ua/bitstream/KhPIPress/13335/1/Elita_2012_30- 31_Steblova_Orhanizatsiia.pdf [in Ukrainian].