Development of Adaptation Resource of Medical University Students through Psychoeducational Activities

The article is dedicated to studying the features of students' adaptation to learning in the early stages of medical education. The subject of the research is psychopedagogical activity as a tool for enhancing personal adaptive resources. The object of the study is adaptation to learning in adolescence during the initial stages of professional education. The goal of the research is to theoretically and experimentally substantiate the effectiveness of psychopedagogical work as the main tool in developing students' adaptive resources for learning in medical universities. Special attention is given to the specifics of medical education, which is associated with increased cognitive load, significant changes in the social conditions of personal functioning, and interpersonal relationships. The adaptive resource is viewed as a complex psychological phenomenon that serves as a prerequisite for successful educational and professional activities, successful self-determination, and personal development. The structure of the adaptive resource includes cognitive, emotional, and social components. Criteria for the adaptive resource include adaptability to educational activities, situational anxiety, personal anxiety, communication skills, and moral normativity. The methods used include "Student Adaptability in Higher Education" by T.D. Dubovitskaya and A.V. Krylova; "Anxiety Level" by C.D. Spielberger and Y.L. Khanin; the multi-level personal questionnaire "Adaptability" by A.G. Maklakov and S.V. Chermianin (the scales "Communication Skills," "Moral Informativeness"); the Student's t-test was applied. The main findings of the conducted research state that medical students are sensitive to methods of active social-psychological learning. Psychopedagogical work has instrumental capabilities to improve the adaptive resource of first-year students. In the experimental group engaged in psychopedagogical activities, changes occurred in the emotional component of the adaptive resource. The high level of situational anxiety decreased, while personal anxiety remained unchanged. The social component showed a positive significant shift, with students feeling more comfortable in the study group. Moral normativity is characterized by positive dynamics, indicating acceptance of rules and norms. No significant changes were found in the cognitive component of the adaptive resource. The novelty of the study lies in identifying psychological and pedagogical tools of active social-psychological learning, which significantly influence the development of first-year students' adaptive resources and can be effectively applied in medical universities during the initial stages of education.