IMPLEMENTATION OF A COMPETENCE-BASED APPROACH IN TEACHING THE ELECTIVE DISCIPLINE «NANOCHEMISTRY AND NANOMATERIALS» FOR STUDENTS OF THE FACULTY OF PHARMACY

Abstract

The article presents theoretical and practical methods that facilitate the generalization of pedagogical construct experience concerning the components of the elective discipline “Nanochemistry and Nanomaterials” for third-year full- time students of the Faculty of Pharmacy. Given that chemical disciplines constitute nearly one-third of the classroom hours in the individual study plan for a Master of Pharmacy degree, the comprehensive chemical training of future pharmaceutical professionals requires periodic updates and modernization. This includes the introduction of new elective courses in chemistry and specialized pharmaceutical fields into the educational and professional program.The elective discipline “Nanochemistry and Nanomaterials” is recommended to be structured as a single content module, comprising ten lectures (10 classroom hours) and ten practical classes (20 classroom hours). In developing a competency-based learning model for this course, the authors relied on six key components: target, methodological, practical, content-procedural, corrective, and result-verification. The methodological component was designed using systemic, competency-based, activity-based, student-centered, and axiological approaches.During the development of the educational component, the authors adhered to the learning outcomes outlined in the Sectoral Higher Education Standard for the specialty 226 “Pharmacy, Industrial Pharmacy”. The list of pedagogical conditions is presented through four generally accepted blocks: value-oriented, organizational-methodological, content-cognitive, and constructive. The criteria for assessing the formation of the corrective component of the model include motivational, content-related, procedural-activity-based, information-communication, and communicative groups.The result-verification component is recommended to be represented through four levels of formation: elementary, basic, sufficient, and advanced.