Didactic Principles Of Professional Motivation Development Of Future Family Doctors
DOI:
https://doi.org/10.55640/eijp-06-02-18Keywords:
Professional motivation, didactic principles, family doctorAbstract
This article scientifically and theoretically substantiates the didactic principles of professional motivational development of future family doctors. In the study, didactic principles are interpreted as fundamental rules of the pedagogical process, and the mechanisms of their application in the context of medical education are revealed. In particular, the principles of systematization, motivation, creativity, professional development, integration of theory and practice, benefit, and medical deontology are analyzed as a factor in the formation of professional identification and stable internal motivation of future family doctors. According to the research results, the educational process, organized on the basis of these principles, serves the formation of professional values, clinical thinking, moral responsibility, and socially oriented motivation.
References
Barrows, H. S., & Tamblyn, R. M. (1980). Problem-Based Learning: An Approach to Medical Education. New York: Springer Publishing Company.
Beauchamp, T. L., & Childress, J. F. (2019). Principles of Biomedical Ethics (8th ed.). Oxford University Press.
Gaba, D. M. (2000). Simulation as a critical tool for medical education. Journal of Clinical Anesthesia, 12(2), 148–153.
Harden, R. M., & Laidlaw, J. M. (2017). Essential Skills for a Medical Teacher: An Introduction to Teaching and Learning in Medicine. London: Elsevier.
Ilyin, E. P. (2011). Motivatsiya i motivy: teoriya i praktika. Sankt-Peterburg: Piter.
Kusurkar, R. A., Croiset, G., & Mann, K. V. (2012). Motivation in medical students: A qualitative study. Medical Education, 46(9), 917–926.
Markova, A. K. (1996). Psixologiya professionalizma. Moskva: Mejdunarodnyy gumanitarnyy fond «Znaniye».
McGaghie, W. C., Issenberg, S. B., Petrusa, E. R., & Scalese, R. J. (2010). A critical review of simulation-based medical education research. Medical Education, 44(1), 50–63.
Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54–67.
Ryan, R. M., & Deci, E. L. (2017). Self-Determination Theory: Basic Psychological Needs in Motivation, Development, and Wellness. New York: Guilford Press.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Khalmukhamedov Bobir Takhirovich
This work is licensed under a Creative Commons Attribution 4.0 International License.
Individual articles are published Open Access under the Creative Commons Licence: CC-BY 4.0.
