Interpretation of pedagogical views of domestic doctors of the late 19th and early 20th centuries on modern problems of medical education

Анотація

Introduction. Research actuality is caused by modern requirements to the level of quality of training of specialists with higher medical education; health care reform; development of innovative technologies and evidential medicine; the industry requirements to train physicians for primary medical care. The development of innovative pedagogical approaches, the search for optimal solutions to scientific problems, reinterpretation of goals, norms and values of modern education, discussions on effective educational models require an appeal to the traditions of national pedagogy. So, pedagogical heritage of past philosophical ideas of representatives of the educational field and their experience is an important object of knowledge and critical thinking. Appeal to the views and educational activities of the plead of Ukrainian physicians of the late 19^th and early 20^th century caused by their significant contribution not only to the development of world science, but also in various areas of public life, including education.

Purpose. The purpose of our research is the study of pedagogical views of outstanding domestic doctors of the end of 19^th century and of the early 20^th century and their interpretation of the problems of modern medical education.

Methods.To accomplish this goal methods of analysis (logical, systematic, problem and purpose oriental, normatively-comparative, structural, hermeneutic analysis of sources) and methods of interpretation, synthesis and representation of results were used.

Results.We have studied a great theoretical material, archival sources and we found that the formation and development of pedagogical views of prominent local doctors are continuous logical process, determined by the interaction of various factors. They managed to harmoniously combine medical practice, scientific research with teaching. The focus on humanistic ideals on axiological potential of medical science allowed to show their creativity in the educational field. They tried to improve the process of knowledge transfer to improve the quality of the educational process actively promote reform of national education, focusing on high moral and national ideals, which, undoubtedly, has not lost its relevance today.

Originality. Reviewing of the constructive potential of educational heritage of outstanding figures of medical science, acquaintance with their "intellectual biography" plays a significant role in the establishment continuity of views on the features of higher education, some aspects of teaching, especially the educational process, the requirements for teachers. They must be considered to determine the prospects of the educational field today. Study of educational activities’ features of prominent doctors of the late 19^th and early 20^th centuries made it possible to see how during difficult periods in the country's history had strengthened humanistic tendencies in the system of professional medical education, and indicated those educational traditions, which had a positive result in the training of medical personnel, that has considerable importance for the development of a modern system of medical education.

Conclusion. Large and complex set of issues relating to the interpretation of pedagogical views of local doctors of the late 19^th and early 20^th centuries to the problems of modern medical education is difficult to completely cover in a single work. This requires great efforts of a large team of scientists as teachers and historians and doctors. We believe that the analysis of the issues discussed in this work allows us to understand the role of pedagogical heritage of doctors of the past in solving of mportant problems of modern medical education. According to the analysis of our research we can do the following conclusion that educational development and ideological principles of physicians of the past is not a transcendental towards modern pedagogy, and they are the part of the system of pedagogical knowledge transformed into methodological basis of this kind of cognitive activity.