THE MODERN METHODS OF FIRST AID (PREMEDICAL CARE) TEACHING IN THE POLICE INSTITUTIONS

Oksana МYSLYVA
Ph.D. (Law) (Dnipropetrovsk State University of Internal Affairs), Ukraine
ORCID iD: orcid.org/0000-0002-0181-9603
omaxah@gmail.com

Olena NYKYFOROVA
Ph.D. (Biology), Associate Professor (Dnipropetrovsk State University of Internal Affairs), Ukraine
ORCID iD: orcid.org/0000-0001-5649-8272
k_tsp@dduvs.in.ua

Iuliia KUNTSEVYCH
Ph.D. (Economics) (Charles University and the Economics Institute of Czech Academy of Sciences), Czech Republic
iuliia.kuntsevych@cerge-ei.cz

UDC 351.74/76:355/359

DOI :10.31733/2786-491X-2021-2-219-231

Keywords: interactive methods of training, active methods of training, case-study method, situational role-playing games, game methods of training, participants of interaction, instructor, teacher

Abstract. The article discusses the possibilities and practical importance of using interactive forms of training, and the main attention is paid to the study of the positive impact of situational role-playing games on the provision of pre-medic training in the context of their practical implementation during police training in appropriate institutions with specific training conditions.

The authors believe that is very important to grant future police officers (cadets) with conditions for gaining stable skills of automatic manipulation when giving premedical care and ensure their understanding of the processes that will occur in the victimʼs body. However, this knowledge and skills must be based on awareness of the risk of being in extreme conditions.

To assess the efficiency of different pedagogical approaches to teaching premedical training to future police officers, the authors identify 3 models of practical training: using situational tasks without approaching the real conditions of professional activity, situational tasks with the elements of role-playing games and cases under stressful conditions, only studentsʼ demonstration of their practical skills with the elements of practice. The success of the cadets in the exam was evaluated.

The authors consider it appropriate that in premedical training of cadets for the development of basic practical skills, which are required for future professional activity, as well as for the creation of prerequisites for psychological readiness to implement in practice these skills and abilities, teachers should purposefully use active and interactive forms and technologies.

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