The thesis is devoted to the methods of teaching pharmaceutical terminology, botanical and chemical nomenclatures using interactive teaching technologies.
The scientific novelty of the study outcomes deals with the following, for the first
time:
- the historical and comparative analysis of the role of “Latin” in the system of
higher pharmaceutical education has been conducted, the significance of “Latin” in the formation of professional terminological competence of future masters in Pharmacy has been defined;
- the four-component structural-semantic model (containing the following blocks: the target, organizational-technological, methodical and evaluative-effective blocks) of the formation of professional terminological competence of future masters in Pharmacy in the process of studying pharmaceutical terminology, botanical and chemical nomenclatures has been argued and developed;
- the methods of using interactive teaching technologies in the process of studying “Latin” in the establishments of higher medical and pharmaceutical education have been developed and tested. These methods include: the content (the educational and methodical materials for all topics in “Latin”); the methods of blended learning, traditional learning and distance learning; the digital learning tools (SMART Board, е- library, scientific social networks, cloud-based tools, network learning technologies, Moodle platforms, SMART Board software and technology training complex, websites (Bookwidgets, Edpuzzle, Slendspace, Videonotes, EduCanon, Snowbie, Popplet, Prezi, LearningApps, Glogster), educational portals and modern mobile tools;
- the organizational and pedagogical conditions for the effective use of interactive teaching technologies for the formation of professional terminological competence have been defined and characterized;
- according to SWOT-strategy, the criteria (organizational, methodological- technological and cognitive-activity) for the effective selection of interactive teaching technologies have been determined;
- the structure of professional terminological competence of students of pharmaceutical specialties has been defined, which includes the following criteria / indicators of its formation: motivational, cognitive and activity; and levels: low, moderate, sufficient and high; the professional terminological competence of future masters in Pharmacy has been argued to be an indicator of the effectiveness of the methods of using interactive teaching technologies in the educational process in the establishments of higher medical and pharmaceutical education.
- the content of the concept of “professional terminological competence” considering the peculiarities of the professional activities of future masters in Pharmacy has been specified;
further development was gained:
- the theory and methods of teaching medical and pharmaceutical disciplines using interactive teaching technologies and digital teaching tools in practical classes.
The practical significance of the research is the creation of the educational and methodological set for teachers and students, which includes: the methodological recommendations for students of pharmaceutical specialties, the presentations as the supplementary materials for practical classes and students self-work, the guidelines for full-time and part-time students of the Faculty of Pharmacy, which are located in the scientific and educational information systems Neuron and Likar_NMU (O. O. Bogomolets National Medical University); the bank of tests created in Neuron and Likar_NMU, the bank of interactive teaching technologies, which contain the set of interactive exercises and the creative tasks using a wide range of interactive teaching technologies.
