Problems of Social Hygiene, Public Health and History of MedicineProblems of Social Hygiene, Public Health and History of Medicine0869-866X2412-2106Joint-Stock Company Chicot79210.32687/0869-866X-2021-29-6-1607-1612Научная статьяThe social psychological aspects of professional education in health care: specifics of metacognitive processesSerafimovichI. V.-KashapovM. M.smk007@bk.ruPoshekhonovaYu. V.-BazanovaG. Yu.-The State Autonomous Institution of Additional Professional Education of the Yaroslavl Oblast “The Institute of Development of Education”The Federal State Budget Educational Institution of Higher Education “The P. G. Demidov Yaroslavl State University”101220212961607161211122021Copyright © 2021,2021The actuality of the study is linked with the fact that issues of social psychological aspects of professionalization of physicians and specifics of metacognitive processes that are the basis of professionalization and continuous university and post-graduate education are explored insufficiently. It is revealed that metacognitive processes in professionalization of physicians at different stages of education and profession mastering have a number of common and specific features. It is established for the first time that in medical students their metacognitive activity and independence in solving various communicative problems is related to increasing of socio-reflexion. At that, higher level of self-reflexion complicates realization of original solutions and excessive analysis brings doubts in success of creative solutions and results in overestimation of failure risks in the process of creative solution implementation. The analysis of post-graduate education stage proved that pediatricians focusing on cooperation with patients have higher level of self-control and self-organization. It is established that self-organization directly depends on motivation to obtain new information.professionalizationsupra-situational professional thinkingproblem situationsmetacognitive processmetacognitive activityproblemacyprofessional education stagesпрофессионализациянадситуативное профессиональное мышлениепроблемные ситуацииметакогнитивные процессыметакогнитивная активностьпроблемностьэтапы профессионального обучения[Зеер Э. Ф. Концепция профессионального развития человека в системе непрерывного образования. Педагогическое образование в России. 2012;(5):122-7.][Маркова А. К. Психология профессионализма. М.: Знание; 1996.][Maslow A. H. Motivation and Personality. 2nd ed. N. Y.: Harper & Row; 1970. Режим доступа: http://www.worldcat.org/title/motivation-and-personality/oclc/89585][Hong W. H., Vadivelu J., Daniel E. G., Sim J. H. Thinking about thinking: changes in first-year medical students’ metacognition and its relation to performance. Med. Educ. Online. 2015;20:10.3402/meo.v20.27561. doi: 10.3402/meo.v20.27561. Published online 2015 Aug 26.][Знаков В. В. Психология понимания мира человека. М.: Институт психологии РАН; 2016.][Карпов А. В. Метасистемная организация уровневых структур психики. М.: Институт психологии РАН; 2004.][Kashapov M. M., Serafimovich I. V., Poshekhonova Y. V. Components of metacognition and metacognitive properties of forecasting as determinants of supra-situational pedagogical thinking. Psychology in Russia: State of the Art. 2017;10(1):80-94. doi: 10.11621/pir.2017.0106. Режим доступа: http://psychologyinrussia.com/volumes/index.php?article=5883][Савин Е. Ю. Соотношение склонности к педагогической импровизации с субъектным и профессиональным опытом студента-педагога. Сибирский психологический журнал. 2016;61:123-38. Режим доступа: http://journals.tsu.ru/psychology/&journal_page=archive&id=1449&article_id=30216][Холодная М. А. Интеллект, креативность, обучаемость: ресурсный подход (о развитии идей В. Н. Дружинина). Психологический журнал. 2015;36(5):5-14.][Шадриков В. Д. От индивида к индивидуальности. Введение в психологию. М.: Институт психологии РАН; 2009.][Anderson J. R. Cognitive psychology and its imhlications. Carnegie Mellon University: A Macmillan Education Company; 2015.][Brown A. L. Metacognition, executive control, self-regulation and other more mysterious Mechanisms. Metacognition, Motivation, and Understanding. Ch. 3. New Jersey; 1987. Р. 65-116.][Flavell J. H. Metacognitive aspects of problem solving. The nature of intelligence. N. Y.; 1976. P. 231-5.][Devers C. J., Devers E. E., Oke L. D. Encouraging Metacognition in Digital Learning Environments. In: Ifenthaler D., ed. Digital Workplace Learning. Springer, Cham; 2018. P. 9-22. Available at: https://www.springer.com/gp/book/9783319462141. doi: 10.1007/978-3-319-46215-8_2][Avargil S., Lavi R., Dori Y. J. Students’ Metacognition and Metacognitive Strategies in Science Education. In: Dori Y., Mevarech Z., Baker D., eds. Cognition, Metacognition, and Culture in STEM Education. Innovations in Science Education and Technology. Vol. 24. Springer, Cham; 2018. P. 33-64. Available at: http://education.biu.ac.il/en/node/9205]