MPLEMENTATION OF CERTAIN METHODS OF PROBLEM-ORIENTED LEARNING IN THE PROCESS OF STUDYING MEDICAL AND BIOLOGICAL PHYSICS

Abstract

Higher medical education is also facing new challenges of the healthcare system, which, in turn, require changes to the educational programs of both bachelor's and master's degrees. For all the diversity of modern medical school programs, they are united by a shift in emphasis from traditional didactic methods to problem-based learning. Problem-based methods are aimed at achieving learning goals through interdisciplinary interaction. The purpose of the study is to investigate the effectiveness of problem-based learning in the process of studying medical and biological physics at a medical institution of higher education.The study involved 70 second-level higher education students of Poltava State Medical University studying the discipline "Medical and Biological Physics". A set of exercises and questions based on the principles of problem-based learning was developed to organize preparation for practical classes and for independent work on individual topics. A 14-question questionnaire was developed to determine the level of satisfaction with the teaching of the discipline and the students' mastery of practice-oriented skills.In general, the respondents rated the benefits of using practice-oriented materials in the educational process by an average of 4.6 points, the experience of working with practice-oriented materials in the classroom by 4.8 points, and the previous experience of working with practice-oriented materials by 4.1 points. Students noted that classes in the discipline were well organized and relevant, contributed to the acquisition of practical skills (4.9 points); it was found that practical classes in medical and biological physics contributed to the understanding of the clinical aspects of the discipline by 4.5 points; the experience of working in practical classes in medical and biological physics influenced the interest in clinical disciplines b y a n a verage o f 3 .8 p oints. T he a nalysis o f o pen-ended questions revealed that students consider photo and video content, among other things, to be the most useful.