Author:
S. V. Shmachilina-Tsibenko,
Doctor of Pedagogical Sciences, Professor,
Omsk Humanitarian Academy,
2а 4th Cheluskintsev st., Omsk, 644105, Russian Federation
e-mail: shmachilinacibenko@mail.ru
Abstract:
Introduction. The article is devoted to the problem of development of medical pedagogy as an integrative scientific direction that arose at the intersection of pedagogy, psychology and medicine. The purpose of the article is to reveal the essence and content of medical pedagogy based on the defining principles of integration work.
Materials and Methods. The research is based on the methods of retrospective and theoretical analysis, generalization of the provisions of pedagogical science. For this purpose, the theoretical provisions and practical developments on the need to study the possibilities of pedagogical integration and its use in medical and pedagogical activities are updated.
Results. The article analyzes the essence and content of medical pedagogy from the point of view of the integrative approach, gives its detailed characteristics, and justifies the concept of “integration”. The possibilities of using an integrative approach in medical and pedagogical activities are investigated.
Conclusions. The author concludes that the results obtained can be used in the practice of various institutions in order to develop integrative medical-pedagogical, preventive-health, correctional-rehabilitation and inclusive programs.
Keywords:
medical pedagogy, integration, integrative programs, integrative principles.
