THE ROLE OF PROBLEMATIC QUESTIONS TO THE CONTENT OF THE LECTURE ANDTHE PRES METHOD IN IMPROVING THE TEACHING OF FUNDAMENTAL THEORETICAL AND CLINICAL DISCIPLINES

Abstract

The article focuses on the role of problematic issues in the content of the lecture and the PRES method in improving the teaching of fundamental theoretical and clinical disciplines. The specifi city of the topic is the analytical approach to application research method – descriptive comparison – for the analysis, synthesis and generalization of the role of problematic issues in the content of the lecture and the PRES method in the possibility of signifi cantly improving the assimilation of leading theoretical and clinical disciplines.Scientifi c novelty. For the fi rst time, the implementation of an original, innovative, alternative approach in practice has been ensured, which shows that problematic questions to the content of the lecture and the PRES method contribute to the eff ective formation of highly professional competencies.Conclusion. The introduction into the educational process of problematic issues related to the content of the lecture and the PRES method makes it possible to achieve the leading interests of fundamental theoretical and clinical disciplines in-depth knowledge of the general laws of the development of the disease, pre-disease, to ensure their leading role in forming the basics of clinical thinking in students and improving the quality of the educational process.