Analysis of the Most Popular Cooperative Learning Models and Determining the Dominating Model in the Development of the Future Doctors’ Competences in Medical Deontology

У статті підкреслюється, що на сьогодні у провідних країнах світу більшість вимог щодо здійснення лікарської діяльності формулюються з деонтологічних позицій. Саме тому першочерговим завданням викладача вищого медичного навчального закладу стає пошук шляхів підвищення якості деонтологічного виховання майбутніх лікарів, починаючи з першого року навчання. Автор аналізує та порівнює найпоширеніші моделі кооперативного навчання, виховна цінність якого згадується вітчизняними науковцями фрагментарно, виділяє домінуючу модель з точки зору її ефективності у формуванні в майбутніх лікарів предметних компетентностей з медичної деонтології та вивчає ті структури С. Кагана, функція яких полягає у формуванні навичок міжособистісної і групової взаємодії.In the article the author emphasizes that today the leading countries of the world pay more attention to the ethical and deontological principles on the basis of which the requirements concerning health care activities are formulated. Therefore, the main task of the faculty members is searching for the ways to improve the quality of the deontological education of the future doctors from the first year of the six-year educational course. The author states that Cooperative Learning has been studied by the scientists primarily as an active technology promoting first of all academic achievements due to its principles that ensure a successful implementation of this technique. The ethical and deontological value of Cooperative Learning has been investigated fragmentarily and not enough highlighted in Ukraine. The comparative analysis of the most popular Cooperative Learning models is being carried out in the article. As a result, the author identifies the dominating model created and introduced by Doctor S. Kagan in 1985 and named “Structural Approach”. It appears to be the most comprehensive and adapted to the real life situations that any doctor may encounter in his professional career. Moreover, in our research we closely study that group of S. Kagan’s structures which generally deals with the development of the interpersonal and group interaction skills. The structures it contains promote friendly atmosphere, teamwork skills improvement, establishment of interpersonal relations and development of social skills (moral and ethical values, leadership and management skills, and communication skills), decision making based on the professional standards and requirements. Consequently, S. Kagan’s structures serve as a technique, the implementation of which by the faculty members of the higher medical educational institution will result in both high academic achievements of the medical students and maintenance of their awareness of the professional duties they are expected to perform when being doctors. In fact, Structural Approach allows a teacher to take care of the purposeful development of deontologically competent individuals. We are planning to devote our further research to the description of the outcomes of the empirical investigation of the effectiveness of the Cooperative Learning, namely S. Kagan’s structures, in the development of the future doctors’ competences in Medical Deontology