Home – Home – Jornals – "Philosophy of Education" 2021 number 2

Introduction. The paper deals with the phenomenon of professional self-determination of medical university students in the context of lifelong learning. The author’s point of view is based on the belief that future doctors who study at medical universities are aware of the importance of their chosen profession and do not limit themselves only to obtaining knowledge in an educational environment, but independently master the system of knowledge necessary in professional activity, showing diligence through efficiency. In this regard, the key factor in the development of the demand for a future doctor by society is the process of lifelong learning in medical education, some aspects of which are discussed in this paper. The paper examines the problems of professional self-determination among students and residents of the 1st year of study at the Saratov State Medical University. The results of the survey of students professional self-determination are analyzed. Methodology and methods of the research. The authors conduct a pedagogical study to identify the level of professional self-determination of medical university students (1st year students and residents of 1 year of study) based on diagnostic materials: “Career guidance methods in the process of choosing a profession” (V. M. Samokhina), the method “Professional readiness” (A. P. Chernyavskaya), the method of studying the status of professional identity (A. A. Azbel, A. G. Gretsov). The results of the research. The respondents of the pedagogical research were students of the Saratov State Medical University named after V. I. Razumovsky. The experiment involved 123 residents of the 1st year of study and 66 first-year students of the specialty “Pediatrics”. In the course of the study, it was found that the levels of hard work and efficiency differ among students: first-year students of a medical university showed a lower level than residents of the first year of study. Since most of the residents work as doctors, their desired potential is in demand and used in continuing medical education, unlike first-year students who do not have experience in professional activities. In this regard, diligence in the author’s interpretation correlates with the elements of self-motivation in medical activities implemented in lifelong learning in medical education. The results of the study of the ability to self-education of students allow us to speak about the positive dynamics among medical university graduates - residents have an increase, a very high level has been revealed. Despite the fact that this indicator is lower for first-year students, it is within the range of above-average and high levels, but it also indicates their motivation to self-education, and, accordingly, to study. The revealed fact can be explained by the fact that the amount of information that students must learn comes to them not only through the education system, but also in the process of independent study, as an independent way of mastering the system of knowledge necessary for a future doctor. Conclusion. The conducted research allows us to conclude that the key to professional growth of students of different courses of medical university is the presence of their already existing potential, which is confirmed by experience and is found in first-year students of medical university. In the process of further training in the educational environment of a medical university, this potential increases, which is empirically revealed in residents of the first year of training. The results of the study allow us to talk about the phenomenon of professional resource capacity of future medical workers, and even consider this resource capacity as a prevention of professional burnout of future doctors. In the same vein, the parity of working capacity and focus on self-education constitute the vector of success of professional growth and activity of students of medical universities.