Volume 24p297-302 (2020)
Annotation. The article is devoted to the implementation of the principles of "student voices" and teacher`s feedback in the process of improving the teaching and learning pharmacology. There were introduced results of the students questionnaire, which were conducted in 2017, 2018, 2019, according to the questionnaire developed by us, together with teachers of the Department of Medical Psychology. Every year from 300 to 500 respondents were interviewed, and in 2019 another 247 4th year students were included in the survey. According to the results of the survey, 76–85% of respondents (3rd and 4th year students, respectively) did not change their attitude to the chosen specialty. 78% of respondents believe that the quality of education at the university is high. At the same time, about 90% of respondents are satisfied with the quality of lecture material, and about 88% of respondents are satisfied with the quality of practical classes. According to the assessment of studying at the department on a scale from "not at all interesting" to "very interesting", 84.9% of respondents chose the answer "very interesting". Assessment of the teacher's attitude to the student as a person showed a good attitude in 96% and unsatisfactory – in 3.9% of respondents. Students noted that to improve their knowledge and deeper understanding of the subject, they need to increase the number of practical classes (32% – 3rd year and 48% – 4th year). So, the data obtained made it possible to analyze the effectiveness of existing methods of teaching pharmacology, student satisfaction with the educational process, the final results and the quality of competencies. Also, to determine the role and function of the teacher in modern reality, to choose the vector of potential changes in the competencies of the teaching staff of the Department of Pharmacology.
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