Abstract

Background. The level of stakeholder involvement in the creation of an educational program (EP) for training specialists, the content of academic disciplines, their implementation, analysis of the effectiveness of training, assimilation of knowledge by applicants, etc. is very low. The success of training personnel for the laboratory can be significantly increased with the real participation of stakeholders in the educational process and their interest in the direct training of applicants. Aim: analyze stakeholders' attitudes towards participation in the educational process and their interest in development laboratory diagnostics ЕР to develop ways to effectively involve employers in improving the competencies of applicants. Materials and methods. The sociological study was conducted in the form of an anonymous questionnaire of 106 laboratory workers (laboratory assistants and specialists). The questionnaire was distributed among healthcare institutions that are identified and approved by the Ministry of Health of Ukraine as internship bases for interns. Employees of private laboratories that have an agreement on cooperation in the field of educational services with an educational institution will also be involved. Results. More than 70% of the study participants believe that the readiness of applicants for independent work is determined not only by the quality of education, but also by the influence of mentors. The vast majority (90%) agree that involving laboratory employees in teaching contributes to their professional development. Almost 80% of respondents consider the participation of employers in the formation and improvement of educational programs to be critically important or appropriate. However, every fifth one expresses doubts about the ability and reality of such cooperation. 66.7% of stakeholders agree to participate in the pedagogical process and 5% want to teach, but a third of participants do not plan to get involved. The following key obstacles to effective cooperation and the development of partnerships between laboratories and educational institutions were identified: excessive workload (76.9%), lack of cooperation experience (25.6%), and insufficient pedagogical competence (20.5%). Conclusion. To attract employers to improve the competencies of applicants in laboratory diagnostics, it is necessary to offer: optimization of workload and creation of conditions for a flexible combination of teaching and main activities; implementation of programs to improve pedagogical competence and mentoring; stimulation of participation in cooperation through material and non-material incentives; development of communication platforms between employers and educational institutions to coordinate the content and forms of training of future specialists