Competencies of Innovative Activity of Medical University Students as a Functional and Dynamic System

Introduction. In modern higher education, in particular medical education, there is still uncertainty in the understanding and measurement of competencies. Common theories often reduce competencies to the sum of knowledge, skills and abilities, without taking into account their dynamic characteristics and subject relevance. This approach does not take into account their dynamic, systematic nature and dependence on a specific professional context, which makes it difficult to form and evaluate the competencies necessary for innovation activities.

Objective. Testing of the hypothesis that the competencies of innovative activity of medical students are a functional-dynamic system, the manifestations and interrelations of which are transformed depending on the stage and the subject tasks being solved.

Materials and methods. The pilot study was conducted on the basis of the Tyumen Medical University as part of an additional educational program. The assessment of competencies was carried out twice (at the beginning and end of the academic year) using a set of methods: standardized tests for assessing thinking, emotional and social intelligence, self-regulation; testing in the TEZAL system; assessment based on the project activity competence model and self-assessment. Correlation, factor analysis, and regression analysis were used to analyze the data.

Results. The study involved 26 students. The results showed that the relationships between the evaluated competencies (goal setting, reflection, situation analysis, self-determination, problematization, organization, communication, self-organization) and stable personal characteristics are not static. Different patterns of correlations were identified at different stages of the project work. Regression analysis has demonstrated a realignment of the structural relationships between competencies from the first to the second dimension. For example, at the first stage, connections within the blocks of operational and subject competencies were key, and at the second stage, the role of the "situation analysis" competence was strengthened.

Discussion. The results obtained indicate that the competencies of innovation activity show the properties of a flexible, self-organizing functional-dynamic system that adapts to the requirements of the task and the stage of work. This directly indicates the failure of their isolated, static assessment. The practical significance of the study lies in the substantiation of a fundamentally new approach to the assessment and formation of competencies in medical education: it should be context-dependent and procedural. The results open the way for the development of more adequate assessment procedures and educational trajectories that purposefully develop the ability of future doctors to flexibly integrate competencies in real innovative practice.

1. Ardashkin, I. B. (2004). "Problem" and "problematization": correlation and interpretation of concepts in modern epistemology. Proceedings of Tomsk Polytechnic University. Engineering of Georesources, 307(4), 147–150. (In Russ.)

2. AzZafi, A., & Wafa, M. (2021). PAI teacher competence concept of ayyuhal walad perspective. PALAPA, 9(2), 281–293.https://doi.org/10.36088/palapa.v9i2.1240

3. Batista, P., Graça, A., & Matos, Z. (2013). Competencia entre significado y concepto. ContextosEducativos. Revista De Educación, 10, 7–28. https://doi.org/10.18172/con.576

4. Benedicta, R., Sandroto, W. C., & M. Tri Warmiyati, D. W. (2016). Soft skill competencies, hard skill competencies, and intention to become entrepreneur of vocational graduates. International Research Journal of Business Studies, 9(2), 119–132. https://doi.org/10.21632/irjbs.9.2.119-132

5. Glukhov, P. P., and Popov, A. A. (2020). Russian Competence Olympiad: an event and educational program. NCC. (In Russ.)

6. Gorbatova, M. M. (2013). Development and use of the competence model of middle management of production units for the formation of a personnel reserve. Bulletin of Kemerovo State University, 3-1 (55), 137–141. (In Russ.)

7. Dolganov, D. N., and Zakonova, L. I. (2014). Diagnostics of the formation of ecological consciousness by the semantic differential method. Prospects for innovative development of Russian coal regions: Proceedings of the IV International Scientific and Practical Conference (pp. 388-395). Kuzbass State Technical University named after T. F. Gorbachev. (In Russ.)

8. De Beer, N., & Omar, N. (2018). An exploration of the alignment between managers’ competencies and their job functions in the south african post office. Expert Journal of Business and Management, 6(1), 82–92.

9. Isakova, D. N., Rusakova, O. A., Zavodensky, K. E., Shchegolenkova, E. S., Dolganov, D. N., Lyapina, M. V., Vikulova, K. A., Vasilkova, T. N., and Petrov, I. M. (2023). Competency-based education of specialists at a medical university. Cardiovascular Therapy and Prevention, 22(3S), 3665. (In Russ.) https://doi.org/10.15829/17288800-2023-3665.

10. Kandybovich, S. L., Korol, A.D., and Razina, T. V. (2021). Encyclopedic psychological dictionary-reference. 1000 concepts, definitions, and terms. Harvest. (In Russ.)

11. Kornilova, T. V., and Razvalyaeva, A. Yu. (2017). Testing of the Russian-language version of S. Epstein's complete questionnaire "Rational-Experimental Inventory". Psychological Journal, 38(3), 92–107. (In Russ.) https://doi.org/10.7868/S0205959217030084

12. Kudryavtseva, E. I. (2012). Competencies and management: competencies in management, competencies of managers, management of competencies. RANEPA. (In Russ.)

13. Litvintseva, N. A. (1994). Psychological tests (for business people). Business school "Intel-Sintez". (In Russ.)

14. Lyusin, D. V. (2006). A new technique for measuring emotional intelligence: The EmIn questionnaire. Psychological diagnostics, 4, 3–22. (In Russ.)

15. Le Deist, F. D., & Winterton, J. (2005). What is competence? Human Resource Development International, 8(1), 27–46. https://doi.org/10.1080/1367886042000338227

16. Mandrikova, E. Y. (2010). Development of a self-organization activity questionnaire. Psychological diagnostics, 2, 87–111. (In Russ.)

17. Mikhailova, E. S. (2006). The Guilford Test diagnostics of social intelligence: a methodological guide. IMATON. (In Russ.)

18. Morosanova, V. I., and Bondarenko, I. N. (2015). Diagnostics of human self-regulation. Cogito Center. (In Russ.)

19. Nikiforov, G. S. (ed.). (2001). Workshop on the psychology of management and professional activity. Speech. (In Russ.)

20. Popov, A. A. (2002). In Search of Anthropology: between Methodology and phenomenology. Generational discourse in self-determination practices: A collection of scientific papers (pp. 152–175). TSPU. (In Russ.)

21. Park, J. (2015). Proposal for a modified Dreyfus and Miller model with simplified competency level descriptions for performing self-rated surveys. Journal of Educational Evaluation for Health Professions, 12(54), https://doi.org/10.3352/jeehp.2015.12.54

22. Seregin, K. S. (2012). Research of the role of conceptual thinking in personal reflection of adolescents. Psychology. Historical and Critical Reviews and Modern Studies, 2-3, 125–137. (In Russ.)

23. Strom, V. Yu., Sysoev, P. V., and Zavyalov, V. V. (2018). "School of competencies" is a technology for forming additional competencies of students of a classical university. Higher Education in Russia, 27(5), 20–29. (In Russ.)

24. Sudakov, K. V., and Andrianov, V. V. (2012). Theory of functional systems as a basis for the formation of a systematic worldview of medical students. Sechenovsky Bulletin, 1 (7), 29–33. (In Russ.)

25. Shmelev, A. G., Vzorin, G. D., and Rybnikova, K. S. (2021). A six-factor model of personality based on a psychosemantic study of the Russian-language vocabulary of personality traits. Organizational Psychology, 11(3), 92–105. (In Russ.)

26. Schoon, I. (2021). Towards an integrative taxonomy of social-emotional competences. Frontiers in Psychology, 12, 515313. https://doi.org/10.3389/fpsyg.2021.515313

27. Tolochek, V. A., and Mashkova, A. S. (2020). Managerial competencies: factors of "necessity and sufficiency" in the description and explanation of the phenomenon. Proceedings of the Saratov University. New series. Acmeology of Education series. Developmental Psychology, 9(3), 249–262. (In Russ.) https://doi.org/10.18500/2304-9790-2020-9-3-249-262

28. Vasilyeva, I. V., and Grigoriev, P. E. (2017). Theoretical foundations and methodological development of training for the formation of professional intuition in the activities of police officers. Tavrichesky Journal of Psychiatry, 21(2(79)), 54-60. (In Russ.)