Author:
D. A. Kalinichenko,
Candidate of Medical Sciences, Omsk State Medical University,
12 Lenin st., Omsk, 644099, Russian Federation
ORCID ID: https://orcid.ord/0000-0001-6270-4992, е-mail: kalinaur@mail.ru
E. N. Degovtsov,
Doctor of Medicine, Omsk State Medical University,
12 Lenin st., Omsk, 644099, Russian Federation, е-mail: edego2001@mail.ru
Abstract:
Introduction. The success of educational activity depends on many factors of a psychological and pedagogical character including the factors of socio-psychological and socio-pedagogical character. Ex-tremely great influence of academic motivation intensity and structure on educational activity success is obvious. Studying the problem of academic motivation and the possibility to increase it through the use of various pedagogical methods will create conditions for personal interest and involvement in the learning process at the university, and facilitate the integration of medical schools graduates into the professional environment.
Materials and Methods. The research is conducted on the basis of research methods of academic moti-vation level by V. G. Katashev and the components of academic motivation by T. I. Ilyina. The 5th and 6th year students of the Omsk state medical university courses of Faculty of Medicine having the cycle of “Hospital Sur-gery” participated in the research. In total, the study involved 115 senior students. From their number 63 were trained on the 6th year of study, and 52 were on the 5th year of study at Faculty of Medicine. The survey was carried out at the end of the training cycle. The questionnaires were filled in anonymously.
Results of work was clarification of academic motivation level and components among senior students of Faculty of Medicine. It was found out that students with a predominance of motivation to acquire knowledge ac-counted for the largest part. The smallest part was made by student with professional interest predominance. The prevailing levels of vocational education motivation among students were normal and high motivation levels. Nor-mal and high motivation levels in the 6th year students were higher than in the fifth-year students. Moreover, the 6th year students demonstrated the increase of all motivation components. Higher level of motivation in all three parameters is noted. At the same time, the most expressed growth was noted in category “Acquisition of Knowledge”.
Conclusions. The prevailing levels of vocational education motivation among students were levels of normal and high motivation. The greatest expressiveness is made by interest in acquisition of knowledge. The next most important was the interest in obtaining a diploma. And the least importance was the motive for getting a profession. The obtained data confirm need of pedagogical techniques introduction to the sen-ior medical students training process to help increasing the motivation level and their professional interest.
