ORGANIZATION OF EDUCATIONAL AND RESEARCH WORK IN CHEMISTRY FOR FIRST-YEAR MEDICAL UNIVERSITY STUDENTS

• Natalia N. Kataeva
• Natalia A. Naronova
• Elena Yu. Ermischina
• Kristina O. Golitsina
• Nadezhda A. Belokonova

Abstract

The purpose of the study is to summarize and analyze the methodological aspects of organizing educational and research work in chemistry for medical university students to improve the quality of the educational process.

Material and methods. An analysis of the methodology for organizing educational and research activities in chemistry was carried out using the example of work with students of the medical and preventive, pediatric and dental faculties studying in the period from 2019 to 2023 in the specialty program at the Department of General Chemistry of the Ural State Medical University (USMU). A survey of 395 students was conducted using the Google Forms online service. The questionnaire contained questions about the motives for participating in research work or the reasons for refusing to do so. Based on the survey results, a cluster analysis was made and the values of the motive manifestation index (I) were calculated for each study group. Pearson linear correlation coefficients were calculated to show the relationship between quantitative indicators: academic rating in chemistry, number of student publications in the first and subsequent years.

Results. Educational and research work in chemistry for first-year USMU students is built into the educational process within the framework of a variable course, and also includes extracurricular work according to an individual plan under the guidance of teachers of the department of general chemistry. The survey revealed that the most important motives for performing extracurricular research are personal (169 students, 69.5%), value (154 students, 63.4%), social (142 students, 58.4%), professional (103 student, 42.4%), communicative (90 students, 37.0%). Such motives as formal-academic and situational are relevant only for 23.5 and 25.1% of students, respectively, and a forced motive – only for 8.2%. The indices of manifestation of these motives will vary depending on the students’ chemistry rating. In the group with a “score of 3”, important motives are formal-academic (I=0.13), forced (I=0.24), and communicative (I=0.32). In the group with a “score of 4” the majority of motives are expressed: personal (I=0.34), communicative (0.27), value (I=0.50), social (I=0.26), formal academic (I=0.43). In the group with a “score of 5,” the following motives are clearly expressed: social (I=0.41), professional (I=0.35), and value-based (I=0.64). Such motives as forced and formal-academic are manifested minimally (I=0.15 and I=0.24, respectively). Among the reasons for refusal to participate in educational and research work by students, the following were indicated: lack of interest in science, free time, and in-depth knowledge of chemistry. The calculated Pearson correlation coefficients between a student’s academic rating in chemistry and his publication activity are 0.58; between the publication activity of a freshman and his publication activity in senior years – 0.76, indicate a medium and high relationship between these parameters, respectively.

Conclusion. Research work in chemistry fits organically into the learning process of USMU first-year students, which allows students to find their calling to engage in future scientific work in their professional field.

Keywords: educational and research activities; chemistry teaching; medical university

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