DSpace Собрание:http://ir.librarynmu.com/handle/123456789/30252026-04-09T14:07:11Z2026-04-09T14:07:11ZThe training peculiarities of English language teachers for medical universities: mandatory and elective courses teaching experienceStorozhuk, Kh.Kaminska, I.Starchenko, M.http://ir.librarynmu.com/handle/123456789/177602026-02-20T12:39:07Z2025-01-01T00:00:00ZНазвание: The training peculiarities of English language teachers for medical universities: mandatory and elective courses teaching experience
Авторы: Storozhuk, Kh.; Kaminska, I.; Starchenko, M.
Краткий осмотр (реферат): The growing demand for proficient Englishcommunication in the medical field highlights the necessity for highly qualified English language teachers dealing with specific linguistic and professional needs of healthcare specialists. Medical universities, as institutions responsible for preparationof future doctors, nurses, and other healthcare professionals, require teachers who are not only fluent in the language but also possess a deep understanding of medical terminology, intercultural communication, and modern teaching methodologies.Training English teachers for medical universities involves a multidisciplinary approach that combines general pedagogical skills, advanced linguistic competence, and knowledge of medical English. This process is complex due to the interdisciplinary nature of the subject, requiring teachers to bimd the gap between the technical language of medicine and the practical communication skills needed in real-world clinical situations. Moreover, teachers must adapt their methods to deal with unique challenges faced by medical students, including the acquisition of highly specialized vocabulary, understanding complex grammatical structures, and developing effective speaking and writing skills. Future teachers must know how to integrate authentic materials such as clinical case studies, patient-doctor dialogues, and research articles into their curriculum. This not only enhances the practical relevance of language learning but also fosters critical thinking and problem-solving abilities among students2025-01-01T00:00:00ZThe Importance of Future Doctors’ Foreign Language Communicative Competence and the Stages of Its FormationPidmazina, O.Zakharova, V.http://ir.librarynmu.com/handle/123456789/177562026-02-20T12:29:43Z2025-01-01T00:00:00ZНазвание: The Importance of Future Doctors’ Foreign Language Communicative Competence and the Stages of Its Formation
Авторы: Pidmazina, O.; Zakharova, V.
Краткий осмотр (реферат): Under the circumstances of globalization large groups of the population are migrating with the purpose of study and employment in other countries where English is increasingly becoming the language of communication. Ukraine's participation in global processes of integration, the expansion of international relations will significantly increase the status of foreign languages in the professional activities of specialists in various fields, especially in medicine. European recommendations on language educationdefine that university graduates should freely express their own points of view without wasting time searching for appropriate language tools while achieving professional goals. The performance of this task requires a high level of doctor’s foreign language communicative competence formation. O. Pidmazina notes that the success of its formation is possible under the condition of the competence approach is introduced to the teaching process. Its implementation in modern medical education brings up-to-date issue of transition from the traditional model of higher medical education, which was focused on information-accumulating principles, to a result-oriented one. It contributes to the formation of the future doctor's maturity to perform tasks in no ordinary professional situations. The modern system of medical education in various countries is focused on the final result that considers the training of doctors who are able to make professional decisions on their own in accordance with the defined tasks and functions2025-01-01T00:00:00ZThe impact of elective disciplines on the development of professional competence in foreign language teachers at medical universitiesKaminska, I.Storozhuk, Kh.Starchenko, M.http://ir.librarynmu.com/handle/123456789/177542026-02-20T12:12:14Z2025-01-01T00:00:00ZНазвание: The impact of elective disciplines on the development of professional competence in foreign language teachers at medical universities
Авторы: Kaminska, I.; Storozhuk, Kh.; Starchenko, M.
Краткий осмотр (реферат): With its dynamic integration-driven changes, the modern world constantly generates new types of professional activities, determining their relevance in the labor market. Today, a foreign language teacher is one of the most important professions, as knowledge of a foreign language provides individuals with more opportunities for self-development and self-realization, creates prerequisites for academic mobility, and highlights the importance of high-quality training for qualified foreign language teachers as a key factor in their professional competence2025-01-01T00:00:00ZFrom technologies to interactions: an analysis of self-efficacy in diverse aspects of online learningLukianenko, V.Lytovchenko, I.Kaminska, I.Shastko, I.http://ir.librarynmu.com/handle/123456789/175182026-02-11T14:25:36Z2025-01-01T00:00:00ZНазвание: From technologies to interactions: an analysis of self-efficacy in diverse aspects of online learning
Авторы: Lukianenko, V.; Lytovchenko, I.; Kaminska, I.; Shastko, I.
Краткий осмотр (реферат): Understanding self-efficacy—the belief in one’s ability to succeed—is crucial as students navigate and engage in virtual classrooms. This study investigates self-efficacy in online learning using the Self-Efficacy
Questionnaire for Online Learning (SeQoL). The research focuses on five critical aspects: completing online courses, social interaction with classmates, proficiency in using a Course Management System (CMS), interactions with instructors, and academic engagement with peers. A mixed-methods approach was adopted. The SeQoL questionnaire was administered to 50 students from two Ukrainian universities: National Technical University of Ukraine "Igor Sikorsky Kyiv Polytechnic Institute". Descriptive and inferential statistical analyses, including correlation tests, were conducted to explore relationships between self-efficacy dimensions and academic success. The analysis revealed strong self-efficacy in adapting learning strategies, grasping complex ideas, and fostering social connections with peers. Notable strengths included developing friendships and
utilizing CMS tools, such as submitting assignments and engaging in discussions.
However, challenges emerged in managing deadlines and clearly communicating with instructors during unexpected situations. The correlation between self-efficacy and academic success was significantly positive (r ≈ 1.3086). This research sheds light on critical dimensions of self-efficacy in online learning, highlighting areas
where Ukrainian students excel and where they require additional support. The findings are particularly relevant for improving online education amidst the challenges posed by war and digital transformation. Insights from this study are essential for educators, institutions, and policymakers aiming to enhance the effectiveness and inclusivity of online learning environments in Ukraine. Одним із чинників, які впливають на успішність студентів, є самоефективність — віра у власну здатність виконувати завдання та досягати поставлених цілей в умовах онлайн-навчання. Метою статті є дослідження рівня самоефективності в різних аспектах дистанційного навчання: опануванні онлайн-курсів, соціальній взаємодії з однолітками та викладачами, цифровій компетентності. Кількісне дослідження передбачало проведення опитування за допомогою шкали самоефективності SeQoL серед 50 студентів Національного технічного університету України "Київський політехнічний інститут імені Ігоря Сікорського", які вивчають англійську мову професійного спрямування. Дослідження виявило високий рівень самоефективності в навчанні, розумінні складних концепцій та взаємодії з одногрупниками. Разом
з тим, були виявлені труднощі у виконанні термінових завдань, особливо під час значного навантаження. Велика кількість респондентів продемонструвала впевненість у використанні цифрових інструментів, таких як платформи дистанційного навчання та комунікаційні технології. Водночас нижчий рівень
самоефективності було зафіксовано у взаємодії з викладачами, що може бути пов’язано з обмеженим зворотним зв’язком або відсутністю синхронної комунікації. Дослідження також виявило високу кореляцію між самоефективністю в онлайн-навчанні та академічною успішністю студентів, що підкреслює
важливість підтримки їхніх впевненості у власних силах. Виявлені закономірності можуть бути використані для створення адаптивних навчальних програм, спрямованих на подолання бар’єрів, які виникають у студентів в умовах воєнного стану в Україні. Результати дослідження є важливими для
освітян, адміністрації навчальних закладів та політиків, які працюють над підвищенням ефективності, інклюзивності та доступності онлайн-освіти в сучасних реаліях.2025-01-01T00:00:00Z