Abstract:

Multiprofessional simulation training (MST) is considered as a system organization of teamwork of students - representatives of different professional groups in combination with joint practice in conditions close to real professional activity. MST has shown its effectiveness in building courses for health professionals. The authors assume the effectiveness of MST for the formation of multiprofessional competencies for future practitioners of preschool education (defectologists, educators, psychologists and speech therapists).

The purpose of the study is the development of the course "The Practice of multiprofessional team-building", during which the MST was implemented. The authors assessed the influence of the MST on the ability of the students to develop a multiprofessional synthesis of competences, the competence of multilateral solutions in the interaction, and the ability to multiprofessional command formation. We defined these competences as multiprofessional competences.

The methodology of the study:
To conduct the study, students were combined into multiprofessional teams. Teams consisted of educators for preschool children, psychologists, speech therapists, defectologists. Each team was offered a professional situation, containing a terminological apparatus that was limited to a separate professional group. The decision of this situation went beyond the limits of the professional competence of the team member. The result of the solution of the situation was the product of joint activities, provided for expert evaluation. The team was given time for discussion, during which the video was recorded. After completing the team task, each participant filled out a questionnaire containing both open and closed questions. The questionnaire made it possible to further assess the formation of individual components of competencies.

Results:
The course "Practice of multiprofessional team formation" was developed. The implementation of this course has made it possible to increase the level of capacity for the multiprofessional synthesis of competencies. Students have the ability to make multi-faceted decisions when interacting with other professional groups and the ability to multiprofessional team formation. After the course the number of students with a minimal and adaptive level of multiprofessional competence has significantly decreased. In turn, the number of students with a functional and permanent-creative level was increased. The course allowed students to overcome the narrow understanding of their professional functions, to see neutral spaces of preschool education that require a multiprofessional approach. When making professional decisions, the students learned command communication, they could develop the basis for joint work in the interests of the development of the child's personality.

Keywords:

Multi-professional simulation training, multi-professional competence-sharing, learning, structural-functional model of course, professional education.