Psychological bases of mastering microbiological concepts by students in conditions of trilungvism

  • O. V. Kostiuk Bogomolets National Medical University
Keywords: microbiological concepts, professional training, interference, neuroticism of the person, medical training


In the article the original model of the system of generalized methods of action and the system of guides in the study of microbiology is presented.  For the first time the subject of psychological study was the dependence of the interference of microbiological knowledge on the types and levels of formation of scientific generalizations.  It is substantiated that one of the main internal factors contributing to interference is the activity of students, which is based mainly on empirical scientific generalizations.  The presence of theoretical scientific generalizations creates a stable basis for overcoming interference.  The hypothetical model of the process of generalization of any scientific problem is theoretically substantiated.  The theoretical model of personality neuroticism under conditions of triljvingism and assimilation of professional concepts (on the example of microbiology assimilation) is constructed.  The analysis of numerous studies of psychological peculiarities and the necessity of forming a system of educational actions, on the basis of which is the allocation of general attitude, which underlies the content of theoretical concepts of this area of knowledge (in our case, medicine).  The author's position is that the dichotomy of a microorganism can be a genetic relation - a macroorganism that will enable to form and assign a system of microbiological concepts related to the clinical picture of an infectious disease.  It is substantiated the feasibility of using the system of assimilation of microbiological concepts as empirical and methodical material.  


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How to Cite
Kostiuk, O. (2016). Psychological bases of mastering microbiological concepts by students in conditions of trilungvism. Fundamental and Applied Researches in Practice of Leading Scientific Schools, 17(5), 185-188. Retrieved from