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Liudmila Dulksnienė, Sigutė Stankevičienė, Irmantas Ramanauskas and Laima Šarkauskienė
The changing approach to a physician’s profession brings about changes in the professional education and training of family physicians as well as in their continuous qualification improvement. For this reason, during the reformation of Lithuania’s primary healthcare system, not only alterations in family physicians’ activity, but also the changes in their education and training and the updating and improvement of their curriculum were seen as priority areas.
The aim of the study was to reveal and compare resident physicians’ attitude to the peculiarities of the professional education and training of family physicians based on the traditional and problem-based learning systems at the Lithuanian University of Health Sciences (subsequently, LSMU).
The study on the professional education and training of family physicians was conducted in 2005 and in 2015. The quantitative study was carried out via a written questionnaire survey. The studied population consisted of resident physicians who were studying family medicine at the LSMU.
The analysis of the peculiarities of the professional education and training of family physicians showed that resident physicians acquired sufficient knowledge and skills in the fields of disease diagnostics and treatment, qualification improvement, disease prevention, and teamwork organization. Resident physicians had insufficient skills to adapt to new conditions of activity, and their studies did not develop creative thinking. The problem-based learning (PBL) system helps future family physicians to develop essential competences and to acquire knowledge and skills required for the career of a family physician.
Sociocultural competences are becoming increasingly important and significant in terms of employability, career, competitive abilities. Acquired and developed throughout one’s lifetime, sociocultural competences create favourable conditions for successful survival and functioning in contemporary labour market. Effective teaching of methods of socialization is impossible without making an effort to conceptualize the key elements of culture in younger people’s consciousness: principles of choice of values, basics of creativity, language, ethnos, art. The research aims at revealing the characteristics and orientations of formation of sociocultural competence that are characteristic of the VET processes. The following research methods have been used for the research: descriptive analysis of research sources and documents. Sociocultural competences manifest themselves in the processes of vocational education and training as a set of various abilities necessary for personal and professional life. Formation of sociocultural competences by teaching and learning in VET system is characterized by features based on value dimensions of the life of society and person: social skills (skills of communication, socialization and team work); social perception (skills of societal interpretation by proper choice of behaviour depending on social environment and situation); self-awareness (ability of performing analysis of own emotional state and helping other person perceive oneself and own emotions); attribution (ability to implement own potential in a social environment and analyse social roles); communication with peers (ability to adapt in a new environment by perceiving the attitudes that exist in it); cultural sensitivity (ability to understand and accept people from other sociocultural backgrounds, maintaining strong position when facing discriminatory actions); cultural awareness (ability to evaluate cultural differences and perceive and accept other person’s attitudes and opinion); cultural knowledge (ability to communicate with people diplomatically, taking into account cultural differences).
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