Organization of Students’ Self Study in medical high school as a Form of Methodical Work of the Department and the Teachers

The paper considers one of the topical problems of higher education – the organization of students' self study in medical high school. Modern requirements for highly qualified specialists require constant efforts in self-education, but most of the entrants who come to the university do not have the skills to work with information sources, with planning their time. Therefore, the departments of higher educational institutions should develop methods of organizing students' self study, which effectively approach the peculiarities of the department, teach students step by step to master different levels of their education, to encourage and motivate the student. The article examines the role and place of the teacher in the students' self study: is it necessary for the teacher to lead the process of self-preparation and by what methods to come to the desired result. The article emphasizes the importance of the work of the professional-teaching staff, the heads of higher educational institution, faculties and departments in the process of organizing and providing students' self study, stimulating pro-student growth, and their creative activity. We consider forms and levels of organization of self study that help the teacher to determine the stages of transition from one form of self study to another. Attention is paid to the ways of increasing the effectiveness of self study and the need for an individual approach to each student is underlined. Based on the experience of modern pedagogical psychology, several levels of students self study are distinguished: the initial first level – copying of actions on the sample, at the same time the identification of objects and phenomena takes place, their recognition by comparison with the sample; the second level – reproductive activity is aimed at perceiving information about the properties of objects, processes and phenomena. This is the beginning of a generalization of techniques and methods of cognitive activity; the third level – productive activity, which implies the use of the knowledge gained for the solutions of more complex independent tasks that require abilities for inductive and deductive tasks and generalizations; The fourth level – creative activity involves the development of creative thinking, the use of acquired skills and knowledge to solve new complex tasks not by standard methods. The form of business interaction between the instructor and the student is the most successful variant of the organization of students' self study: The first stage of self study organization is the period of the initial organization. At this stage, the teacher and his/her initiative are needed: to assign tasks to the student or a group of students; to voice a specific task; limit the time for the task; to control the time of the task execution and the correctness of its fulfillment; if necessary, adjust the activities and visions of the student. The second stage of the students self study organization is the period of self-organization, when the intervention of the teacher is no longer needed, because the student already has the skills of organizing his/her own training. But the instructor still has advisory and supervisory functions.