1. PROFESSIONAL AUTONOMY AS A MAINSPRING OF PERSONAL AND PROFESSIONAL SELF-DEVELOPMENT OF MEDICAL UNIVERSITY TEACHERS Oksana A. Gavrilyuk Krasnoyarsk State Medical University Irkutsk, 2012.

2. Society Social and economic transformations in Russia Social and economic transformations in Russia Increased level of independence = autonomy Global tendency to democratization and humanization Global tendency to democratization and humanization Severization of requirements to a human being as a personality and an actor as a personality and an actor

3. Medical Universities in Russia: Legal framework Russian educational Russian educational acts acts International laws, projects and programmes International laws, projects and programmes Profess the university autonomy principle and academic freedoms Determine the level of autonomy and academic freedoms Federal State Educational Standards

4. Federal State Educational Standards The Competency-Based Approach to Training The new role of medical students in the educational process is ensured by a set of competences as dynamic combinations of knowledge, understanding, skills and abilities. !Meta-competences/ generic competences (i.e. transferable competences across study areas) Meta-competences

5. TUNING MOTTO: Tuning of educational structures and programmes on the basis of diversity and autonomy

6. Self-determination theory (SDT) of R.M. Ryan & E.L. Deci “The need for autonomy (or a need to have a choice and act with self-determination) is the universal need to feel like an agent or an initiator”. “The need for autonomy (or a need to have a choice and act with self-determination) is the universal need to feel like an agent or an initiator”. “Satisfaction of this need is an important condition, which determines psychological well- being, optimal functioning and healthy development of a personality; frustration of this need, on the other hand, leads to the decrease of psychological well-being and the degradation of activity” “Satisfaction of this need is an important condition, which determines psychological well- being, optimal functioning and healthy development of a personality; frustration of this need, on the other hand, leads to the decrease of psychological well-being and the degradation of activity” (Ryan, Deci, 2006). (Ryan, Deci, 2006).

7. Student autonomy MEDICAL STUDENT - What to study? - What to study? - How to study? - How to study? - Why? - Why? - intrinsic motivation to academic achievement academic achievement and personal and professional and personal and professional development, development, - internal locus of control, - responsibility, - creativity, - ability to goal setting, - ability to decision making, - ability to make choices, - critical mindfulness. Competence to develop as a self-determined, socially responsible and critically aware participant in (and beyond) educational environments = perceived autonomy

8. University teachers are expected to: Provide Master Develop Develop - Students’ autonomy - Students’ autonomy - Their own professional autonomy - Their own professional autonomy - transparency - availability - professionalization - personalization - diversity - rationality - efficiency - new educational environment -new forms and means of teaching and evaluating students’ academic activities - new content (searching, evaluating, analyzing)

9. Changes in Medical University teachers’ professional activity Yesterday Yesterday Today

10. Business corporation Hypermarket Students Staff members University = Cathedral of science

11.  Diversification of teacher’s activity,  increase of the number of the processes the teacher participates in  Freedom of choice of educational forms, means, methods, content… PROVIDED AUTONOMY doesn’t resolve the problem !  Unforeseen situations  “Information abundance”  Difficulties in planning, making choices and taking responsible decisions, assessing the results of one’s own teaching  Stereotypes of thinking  Behavioral clichés

12. Teacher Professional Autonomy Independence, capacity to take control of one’s own teaching through planning, making choices and taking responsible decisions FREEDOM «FROM» FREEDOM «FOR» Isolation Isolation Freedom from control … professional self-development … lifelong autonomous learning … making important decisions META - COMPETENCE

13. PERCEIVED AUTONOMY CHALLENGES OPPORTUNITIESFOR SELF-DEVELOPMENT SELF-DEVELOPMENT

15. - Transformation of the educational process into a fascinating and professionally-oriented one through - Transformation of the educational process into a fascinating and professionally-oriented one through making professional choices, taking responsible making professional choices, taking responsible decisions and reflecting the students’ needs decisions and reflecting the students’ needs -Development of students’ autonomy -Development of students’ autonomy - Teacher personal and professional self-development - Teacher personal and professional self-development - Prevention of teacher burnout - Prevention of teacher burnout - Development of university autonomy - Development of university autonomy PERCEIVED TEACHER AUTONOMY ENSURES:

16. Krasnoyarsk State Medical University: A special course of personal and professional self- development for medical university teachers Lectures on professional autonomy for young university teachers Special training programmes for medical university teachers should be implemented to develop their professional autonomy

17. Choose useful websites and CD-ROMs through their q Choose useful websites and CD-ROMs through evaluating their quality (multimedia content, feedback), content (suitable for professional, cultural context and students’ linguistic level), and functionality (i.e. if it may be also used for testing). Be ready to supplement ready-made teaching materials when necessary as well as to create new tasks and materials. Be ready to supplement ready-made teaching materials when necessary as well as to create new tasks and materials. Develop students’ analytical and predicting skills. Develop students’ analytical and predicting skills. Try to use a multidisciplinary approach Try to use a multidisciplinary approach Use different sources of information for developing teaching activities Use different sources of information for developing teaching activities Developing professional autonomy: tips for university teachers

18. Use the opportunities provided by real-life situations Use the opportunities provided by real-life situations Realize the students’ difficulties. Realize the students’ difficulties. Students process information differently (Visual Learners, Auditory Learners, Kinesthetic Learners) Students process information differently (Visual Learners, Auditory Learners, Kinesthetic Learners) Think of the ways to overcome these difficulties Think of the ways to overcome these difficulties choosing materials (textbooks, internet materials), aids, forms and choosing materials (textbooks, internet materials), aids, forms and methods of work, types and amount of the exercises, planning the sequence of actions, converting and combining activities. methods of work, types and amount of the exercises, planning the sequence of actions, converting and combining activities. Avoid imposing “popular” methods, stereotypes and behavioral clichés. C Avoid imposing “popular” methods, stereotypes and behavioral clichés. Combine different teaching methods, both traditional and innovative. Arouse motivation in your students by means of using professionally-related tasks and your students’ interests. Arouse motivation in your students by means of using professionally-related tasks and your students’ interests. Developing professional autonomy: tips for university teachers

19. Try to understand advantages and disadvantages of different teaching methods. Be able to choose the right method subject to a particular educational context. Capitalize on your own strengths & minimize your weaknesses. Try to understand how students learn “best”, to promote optimal learning. Communicate and share your experience with your colleagues. Developing professional autonomy: tips for university teachers

20. Development of perceived teacher professional autonomy Information Interaction Responsibility Opportunities

21. THE ROLE OF THE UNIVERSITY: Stimulating teachers’ self study, analytical, project, and research activities through involving them into professionally-oriented (including international) communication for solution of educational problems.

22. Medical University teacher Medical Student Medical specialist - a new type of thinking; - new attitude and motivations (transformation from external to internal locus of control); - readiness to take a higher level of responsibility. + = Medical University teacher Medical Student Medical specialist - a new type of thinking; - new attitude and motivations (transformation from external to internal locus of control); - readiness to take a higher level of responsibility. + = PERCEIVED AUTONOMY POVIDED AUTONOMY TRANSFORMATION OF HIGHER MEDICAL EDUCATION EDUCATION

23. Thank you for your attention!