PEDAGOGICAL ACTIVITY AS CONSTITUENT PART OF FUTUREDOCTORS OF MEDICINE ACTIVITY

Abstract

The dynamic situation on the labour market, intensive development of society, informatization of scientific and educational space oblige the system of higher medical education to form the professional competitiveness of future masters of medicine in modern
conditions, which involves not only understanding theoretical knowledge but also the ability to apply it in practice, high level of general intellectual development, initiative, mobility, creativity. Pedagogically correctly organized and methodically planned fundamental training
of future masters of medicine becomes a prerequisite for ensuring their purposeful orientation to future pedagogical activity in terms of practical use of theoretical knowledge given the rapid development of medicine.
In the article there is defined the structure of the pedagogical system of preparation of future masters of medicine for pedagogical activity, which provides a certain logical sequence taking into account the general components of the pedagogical system: determining the purpose
of the pedagogical system functioning; implementation and presentation of the content of training, taking into account the requirements for the specialty of the graduate (a selection of the content of training in accordance with the objectives of training); selection and development
of educational processes; definition of organizational forms of training. The system of preparation of future masters of medicine for pedagogical activity is considered as a hierarchy of interconnected and interdependent constituent elements, a complex of educational and educational-professional tasks, substructures of pedagogical activity of teachers and
educational and professional work of students, creating conditions for active professional and pedagogical activity in the integrated educational space. On the basis of consideration of the basic requirements for the construction of the system of preparation of masters of medicine for pedagogical activity it is established that modern medical education contains significant, but not fully realized humanitarian potential associated with spiritual, moral, value, aesthetic development of students.