STUDY OF THE STATE OF SELF-EDUCATIONAL ACTIVITIES OF FUTURE PHARMACISTS
DOI:
https://doi.org/10.31110/2616-650X-vol11i10-001Keywords:
organization of self-education activities, future pharmacists, levels of organization of self-educational activities, criteriaAbstract
The proposed article is devoted to the problem of organizing self-education activities by future pharmacists. The author presents the results of an experiment conducted to determine the levels of her organization using a survey. Respondents were students of three Ukrainian medical institutions of higher education and their teachers. The purpose of the article is to study and compare the obtained data for an objective assessment of the existing levels of organization of self-education activities by students in educational institutions and to determine ways to improve the current state.
The author defined the available levels of organization of self-education as follows: elementary, middle, sufficient, high. The division into levels was carried out on the basis of a survey, for which an author's questionnaire was developed, which has a number of statements regarding the organization of self-educational activities according to the following criteria: motivational, cognitive, activity and subject-reflective. Respondents assigned a certain number of points to each statement, after which a calculation was made. It made possible a detailed examination of the current state of the self-education organization of the respondents.
The obtained data prove that students are the best motivated for self-educational activity, they mostly know about the methods of its organization, they are knowledgeable about the methods of self-organization, self-control. However, their application by education seekers causes the difficulties. As for self-control, self-organization, analysis of one's own experience of self-education, adjustment and planning of one's actions, both students and teachers note a lower level of their development. Therefore, according to the activity and subject-reflexive criteria, the indicators are lower. This gives teachers a reason to apply appropriate pedagogical conditions that enable more effective organization of self-education activities of future specialists.
References
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