Features of educational adaptation of young girls and young boys who are in institutions of higher medical education, using the distance format of the educational process

  • T.M. Vergeles National Pirogov Memorial Medical University, Vinnytsya, Ukraine
Keywords: young girls, young boys, educational adaptation, distance learning, hygienic assessment.

Abstract

The study of the peculiarities of educational adaptation of young girls and young boys of higher medical education, using the distance format of the educational process, is an important component of research that involves identifying risk factors for the likely development of negative changes in the adaptive resources of their body. The research, based on the application of questionnaires and structured interviews, was conducted on the basis of National Pirogov Memorial Medical University, Vinnytsya, where 110 students of 1-st and 3-rd courses were under supervision during the observation period. The analysis of the obtained data involved the application of descriptive statistics procedures based on the use of a package of statistical analysis applications “Statistica 6.1 for Windows” (licensed № ВXXR901E245722FA). In the course of research the peculiarities of educational adaptation of young girls and young boys who are in the institution of higher medical education during the use of the distance format of the educational process are determined. During the analysis of the peculiarities of educational and, first of all, professionally-oriented education in a higher education institution, it was established that the level of academic success in all taught disciplines (p<0.05) and in professionally-oriented subjects, in the distance learning format was higher than during the period of traditional classroom classes. It was found that distance learning helped to increase (p<0.05) the level of nervous and emotional stress, and the main problems that arose during training in higher medical education in both options for organizing training and 1-st year and 3-rd year students mostly associated either with a feeling of constant fatigue, or with personal reasons. According to the physiological and hygienic assessment of the correlates of well-being of girls and boys at the end of school days in terms of distance learning format should be considered “bad”, which is primarily due to the growing share of relevant data which is primarily due to the increase in the share of relevant data and a decrease in the share of indicators that marked the state of health as “good”. The indicators regarding the peculiarities of the state of health and functional capabilities of the students’ body should have been considered similar.

References

[1] Aherne, D., Farrant, K., Hickey, L., Hickey, E., McGrath, L., & McGrath, D. (2016). Mindfulness based stress reduction for medical students: optimizing student satisfaction and engagement. BMC Medical Education, 16(1), 209. https://doi.org/10.1186/s12909-016-0728-8
[2] Ariaiev, M.L., Kaplina, L.Ie., Senkivska, L.I., & Pavlova, V.V. (2020). Перший досвід дистанційного навчання в медичних вишах України в умовах КОВІД-19-карантину [The first experience of distance learning in medical universities of Ukraine in the conditions of COVID-19 quarantine]. Здоровье ребенка - Child Health, 15(3), 195-199. doi: 10.22141/2224-0551.15.3.2020.204555
[3] Baranov, A.A., Kuchma, V.R., & Suhareva, L.M. (2008). Медицинские и социальные аспекты адаптации современных подростков к условиям воспитания, обучения и трудовой деятельности [Medical and social aspects of adaptation of modern adolescents to conditions of education, training and labor activity]. Москва: ГОЕТАР-медиа – Moskva: GOETAR-Media.
[4] Cezar, D.M., Paz, A.A., Costa M.R., da Pinto M.E.B, & Magalhães, C.R. (2019). Doctors’ perceptions on distance education and contribution of Family Health specialization. Interface – Comunicação, Saúde, Educação, 23(Suppl 1), e180037. doi: 10.1590/Interface.180037
[5] Changiz, T., Haghani, F., & Nowroozi, N. (2013). Are postgraduate students in distance medical education program ready for e-learning? A survey in Iran. J. Educ. Health Promot., 2, 61. doi: 10.4103/2277-9531.120862
[6] Harden, R.M. (2005). A new vision for distance learning and continuing medical education. J. Contin. Educ. Health Prof., 25(1), 43-51. doi: 0.1002/chp.8
[7] Kuchma, V.R., & Suhareva, L.M. (2006). Научно-методические основы изучения адаптации детей и подростков к условиям жизнедеятельности [Scientific and methodological foundations for studying the adaptation of children and adolescents to living conditions]. Moskva.
[8] Mihaylova, N.V. (2002) Школьная дезадаптация. Неврозы [School maladaptation. Neuroses]. Shkola zdorov’ya - School of Health, 1, 56-63.
[9] Moroz, V.M., Makarov, S.Yu., Serebrennikova, O.A., & Serheta, I.V. (2020). Навчальний стрес та психофізіологічні критерії оцінки адаптаційних можливостей організму студентів закладів вищої медичної освіти [Educational stress and psychophysiological criteria for assessing the adaptive capacity of the body of students of higher medical education]. Vinnytsya: TOV “TVORY”.
[10] Polka, N.S., & Serheta, I.V. (2012). Актуальні проблеми психогігієни дітей та підлітків: шляхи та перспективи їх вирішення (огляд літератури і власні дослідження) [Actual problems of psychohygiene of children and adolescents: ways and perspectives of their solution (review of literature and own research)]. Журнал НАМН України – Journal of the National Academy of Medical Sciences of Ukraine, 18(2), 223-236.
[11] Roller-Wirnsberger, R., Zitta, S., Herzog, C., Dornan, H., Lindner, S., Rehatschek, H. … Lattanzio, F. (2019). Massive open online courses (MOOCs) for long-distance education in geriatric medicine across Europe. Eur. Geriatr. Med., 10, 989-994. doi: 10.1007/s41999-019-00252-7
[12] Schattner, P., Klein, B., Piterman, L., Sturmberg, J., & McCall, L. (2007). Impact of Master of Family Medicine degree by distance learning on general practitioners’ career options. Med. Teach., 29(4), 85-92. doi: 10.1080/01421590701287905
[13] Serheta, I.V., Grigorchuk, L.I., & Molchanova, O.P. (2002). Шляхи оптимізації професійної адаптації студентів до умов навчання у медичному вищому навчальному закладі та їх прогностична значущість [Ways of optimization of professional adaptation of students to the conditions of study at a medical higher educational institution and their predictive value]. Довкілля та здоров’я – Environment and Health, 23(4), 57-61.
[14] Serheta, I.V., & Mostova, O.P. (2013). Медико-соціальні аспекти навчальної адаптації та стан здоров’я учнів шкільного віку [Medical and social aspects of educational adaptation and health status of schoolchildren]. Актуальні питання педіатрії, акушерства та ґінеколоґії – Current Issues of Pediatrics, Obstetrics and Gynecology, 2, 20-22.
[15] Serheta, I.V., Panchuk, O.Y., Stoyan, N.V., Drezhenkova, I.L., & Makarov, S.Yu. (2016). Університетська гігієна у контексті імплементації “Закону про вищу освіту”: фізіолого-гігієнічні основи, реалії та шляхи розвитку [University hygiene in the context of implementation of the “Law on Higher Education”: physiological and hygienic bases, realities and ways of development]. Довкілля та здоров’я – Environment and health, 80(4), 46-52.
[16] Serheta, I.V., Bardov, V.H., Drezhenkova, I.L., & Panchuk, O.Yu. (2020). Гігієнічні нормативи рухової активності студентів закладів вищої медичної освіти та шляхи її оптимізації [Hygienic Standards of Motor Activity of Students of Higher Medical Education Institutions and Ways of its Optimization]. Вінниця: ТОВ “ТВОРИ” – Vinnytsya: TOV “TVORY”.
[17] Serheta, I.V., Panchuk, O.Yu., & Yavorovskyi, O.P. (2020). Гигиеническая диагностика профессиональной пригодности студентов медицинских учебных заведений (на примере стоматологических специальностей) [Hygienic Diagnostics of Professional Suitability of Students of Medical Education Institutions (on the example of dental specialties)]. Вінниця: ТОВ “ТВОРИ” – Vinnytsya: TOV “TVORY”.
[18] Serdyuk, A.M., Polka, N.S., & Serheta, I.V. (2012). Психогигиена детей и подростков, страдающих хроническими соматическими заболеваниями [Psychohygiene of children and adolescents suffering from chronic somatic diseases]. Вінниця: Нова книга – Vinnitsya: Nova kniga.
[19] Sigulem, D.M., Morais, T.B, Cuppari, L., Franceschini, S.C.C., Priore, S.E., Camargo, K.G. … Sigulem, D. (2001). A Web-based distance education course in nutrition in public health: case study. J. Med. Internet Res., 3(2), 16. doi: 10.2196/jmir.3.2.e16
[20] Tymoshchuk, O.V., Polka, N.S., & Serheta, I.V. (2020). Наукові основи комплексної гігіенічної оцінки якості життя та адаптаційних можливостей сучасної учнівской і студентської молоді [Scientific Bases of Complex Hygienic Assessment of Quality of Life and Adaptive Possibilities of Modern Pupil and Student Youth]. Вінниця: ТОВ “ТВОРИ” – Vinnytsya: TOV “TVORY”.
[21] Naterer, A. (2015). Violence and the code of the street: a study of social dynamics among street children in Makeevka, East Ukraine. J. Interpers Violence, 30(8), 1387-1402. doi: 10.1177/0886260514540323
[22] Vugt, M.V., & Kameda, T. (2014). Evolution of the social brain: Psychological adaptations for group living. In: M. Mikulincer & P.R. Shaver (Eds.). The Herzliya series on personality and social psychology. Mechanisms of social connection: From brain to group. American Psychological Association. https://doi.org/10.1037/14250-019
[23] Woodman, D. (2013). Researching ‘Ordinary’ Young People in a Changing World: The Sociology of Generations and the ‘Missing Middle’ in Youth Research. Sociological Research Online, 18(1), 7-16. https://doi.org/10.5153/sro.2868
Published
2021-03-30
How to Cite
Vergeles, T. (2021). Features of educational adaptation of young girls and young boys who are in institutions of higher medical education, using the distance format of the educational process. Reports of Morphology, 27(1), 23-31. https://doi.org/10.31393/morphology-journal-2021-27(1)-04