THE USAGE OF «PROFESSIONAL AND PRACTI-CAL HEALTHY COMPETITION» METHOD AMONG THE STUDENTS OF MEDICAL HIGHER INSTITUTIONS

Control and self-control methods in education can be oral, written test, graphic, programmed ones, self-control, and self-evaluation. According to this three-level Krok, tests were developed to control the theoretical training of students in respective study years at higher education institutions. During 5 years, I made observations on the study and progress of students and made relevant conclusions, based on which, I have developed and propose a method titled «Professional and Practical Healthy Competition» to control practical training and stimulation levels of students' individual study. Aim: To help the students quickly and qualita-tively to acquire practical skills professionally on training models in practical training centers. Materials and methods. My study is based on observation of 254 2-year students of Ivano-Frankivsk National Medical University medical college, namely their performing of practical skills during the second and the third assessment in discipline «Fundamentals of Nurs-ing» during 5 years in 10 study groups, two groups each year. I observed the students completing practical skills assessments in the standard demonstration mode of simulating acquired practical skills, that were 126 stu-dents included into group B (standard), and 128 students separately, which completed practical skills assessments according to the methods of «Professional and Practical Healthy Competition» and were included into group А in each year respectively. Results of the study. Practical skills assess-ments are held often for several student groups simulta-neously. And in these 5 years of my observations, I can tell clearly that when the students are informed in ad-vance that they would demonstrate their practical skills alongside another group, so they had a desire to be better and as a result, they cared more about their individual training, the endpoint of which was their more positive notes and more qualitative demonstration of their practi-cal skills. While analyzing the results of practical skills assessments, we see that the number of «excellent» marks is significantly higher in the groups A comparing to groups B (standard) in different observation years. The students of group B (standard) demon-strated low training levels for demonstration of their practical skills, acquiring as results of two main practical skills assessments, the high percentage of «satisfactory» marks in their groups. Also, as it can be seen in table 2, the students of the group А who completed practical skills assessments according to the methods of «Profes-sional and Practical Healthy Competition» demonstrated not only insignificant percentage of «satisfactory» marks, but also the full absence of «unsatisfactory» marks in the group. This was at the same time when in group B (standard), there were 3-5 «satisfactory» marks from 25 students on average. Conclusions: 1. Method «Professional and Practical Healthy Competition» showed during the completion of practical skills positive results in the stimulation to train individually for the practical skills assessments in the 2-year students of Ivano-Frankivsk National Medical University medical college. 2. Healthy competition among medical students demonstrates high preparation for practical classes and leads the students to self-improvement and self-development that manifests in their excellent demonstration of learned practical skills to show themselves to other students in better training form «professionalism».