Results of the implementation of student-centered learning in the training of pharmacy professionals
DOI:
https://doi.org/10.24959/uekj.20.5Keywords:
student-centered learning, student-centered education, learning motivation, learning strategies, problem-based learningAbstract
Student-centered learning is an approach to education in which the student acts as a subject of the educational process; this approach provides environment for motivation enhancement, development of autonomy and responsibility in learning using case studies when students solve non-standard problems and gain experience of problem solving that can be transferred to professional activity as competencies. Student-centered approach in education is characterized by innovative teaching methods engaging students to take an active role in their own learning, and this approach changes the educational principle: from normative learning to learning as student’s individual activity. When choosing the method of the organization of learning activities, it should be recognized that not all students are equally motivated to study, and therefore, the process may require a system of incentives for learning. In the practical implementation of a student-centered approach, in particular, problem-based learning is highlighted as a technique that helps students better understand what they are doing and for what purpose; problem-based learning forms the system of incentives for learning and is based on interaction, it develops skills that can be used by students in their professional activity.
The aim of the present article was to assess the influence of student-centered learning techniques on students’ motivation and learning strategies as well as on the competency development.
Results. The present research provides evidence of the relationship between students’ motivation and learning strategies. Confirmed was the statement on the efficacy of introduction of problem-based learning in the training of pharmacy professionals as the technique that provides means for development of intrinsic motivation and competencies.
Conclusions. The results obtained confirm that the introduction of student-centered learning techniques increases the efficacy of the learning process and helps students develop an inner necessity to start to learn and to choose strategies that lead to the deeper levels of learning.References
Vishniakova, S. M. (1999). Professionalnoe obrazovanie: Slovar. Kliuchevye poniatiia, terminy, aktualnaia leksika. Moscow: NMTc SPO, 538.
Levenskoe kommiunike. (2009). Kommiunike Konferentcii evropeiskikh ministrov, otvetstvennykh za vysshee obrazovanie Leven. Available at: http://kb.nuos.edu.ua/repository/data/documents/Bol_proc/communique_leven_2009_rus.pdf
Kommiunike Konferentcii ministrov Evropeiskogo prostranstva vysshego obrazovaniia. (2012).Romania,Bucharest. Available at: http://www.bsu.by/Cache/Page/172203.pdf
Student Centered Learning. An Insight Into Theory And Practice. (n.d.). Available at: https://media.ehea.info/file/ESU/07/4/2010-T4SCL_An_Insight_Into_Theory_And_Practice_565074.pdf
Dubaseniuk, O. A. (Ed.). (2012). Profesiina pedahohichna osvita: osobystisno oriientovanyi pidkhid: monohrafiia. Zhytomyr: Vyd-vo ZhDU im. I. Franka, 436.
Horbatiuk, O. V. (2014). Osobystisno oriientovanyi pidkhid do navchannia v vnz u suchasnykh umovakh. Zbirnyk naukovykh prats Kam’ianets-Podilskoho natsionalnoho universytetu imeni Ivana Ohiienka. Seriia: Pedahohika, 20, 252–253. Available at: http://www.irbis-nbuv.gov.ua/cgi-bin/irbis_nbuv/cgiirbis_64.exe?
Short, K. (n.d.). Strategies for engaging learners in a large-enrollment biology course: addressing diverse approaches to learning. Available at: https://www.pfw.edu/dotAsset/49ebbfc2-ce17-489b-a381-65d765c2a59a.ppt
Biggs, J. B. (1987). Student approaches to learning and studying (research monograph). Available at: https://www.academia.edu/3577044/Student_Approaches_to_Learning_and_Studying._Research_Monograph
Biggs, J. & C. Tang. (1999). Teaching for Quality Learning at University. Sociology. Available at: https://pdfs.semanticscholar.org/1f96/f4a66767293cf2902652ac9eadfa8ef51f13.pdf
Horiacha, L., Prokopenko, T., & Kolomiets, I.(2018). Relevance of the introduction of problem-based learning in the professional higher education system. Management, Economy And Quality Assurance In Pharmacy, 3(55), 26–32. http://dx.doi.org/10.24959/uekj.18.20
Osvitno–profesiina prohrama «Farmatsiia» dlia pershoho (bakalavrskoho) rivnia vyshchoi osvity. (2017). Available at: http://college.nuph.edu.ua/wp-content/uploads/2018/12/OPP_Bak.pdf
Downloads
Published
Issue
Section
License
Copyright (c) 2020 National University of Pharmacy
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
