METHODICAL, ETHICAL, PREVENTATIVE AND REHABILITATION ASPECTS OF INTERACTION BETWEEN UNIVERSITY TEACHERS AND MILITARY STUDENT VETERANS

Abstract

The article is dedicated to the methodical and ethical aspects of the military student veterans’ education, for whom it also serves a rehabilitation function. An analysis of research and methodology literature demonstrated an insufficient representation of the theme by the Ukrainian authors despite a significant pool of papers in English highlighting the experience of universities in other countries. These studies illustrate the importance of education changes, to meet the needs of the student veterans for readaptation, resocialization, and the recovery of mental health.The article shows that the veterans’ learning is accompanied by numerous challenges related to adaptation shock to civilian life, psychological traits, and interpersonal interaction, e.g., stigmatization, socialization difficulties, and trigger factors. Changes in the environment, differences between military and academic life, and possible psychological traumas require specified approaches.The primary methods of teaching medicine for veterans include adaptive learning, problem-based learning, combined methods, and interactive approaches. Emotional support, mentorship, and reflection play a special role, helping veterans adapt more easily. Forms of learning may include in-person and online courses, blended learning, training sessions, small group work, project-based learning, and mentoring interactions. The organization of the education also requires attention to spatial and auditory factors: furniture arrangement, noise levels, lighting, and aspects of non-verbal communication. Veterans’ sense of security largely depends on interaction rules with teachers and peers, and even their seating position in the classroom. Considering the characteristics of military experience, teachers should promote the conditions for their critical thinking and self-expression.As for the assessment, student veterans’ unique perception of information should be considered, particularly their tendency toward concise expression of thoughts. Effective education for veterans is based on principles of psychological support, practical orientation, flexibility, social integration, partnership, and self-development.