PEDAGOGICAL APPROACHES TO STIMULATING COGNITIVE ENGAGEMENT OF MEDICAL STUDENTS IN HISTOLOGY EDUCATION

Abstract

In the context of ongoing transformations in higher medical education, the issue of developing students’ cognitive activity becomes increasingly relevant. The intensification of the educational process, the rising demands placed on future medical professionals, digitalization, and the challenges of martial law necessitate the creation of didactic conditions that not only ensure the effective acquisition of knowledge but also stimulate learning interest, intrinsic motivation, and independent cognitive engagement. This article conceptualizes cognitive activity as an integrative personal construct comprising cognitive, motivational, emotional-volitional, and behavioral components. The aim of the study is to identify and substantiate the didactic conditions for fostering cognitive activity among medical university students during the study of morphological disciplines, particularly within the course «Histology, Cytology, and Embryology». The study employs a range of theoretical research methods: analysis of philosophical, psychological-pedagogical, and methodological literature; comparative and systemic-structural approaches; and generalization of pedagogical practice. The methodological foundation is based on activity-based, competence-oriented, learner-centered, and subject-oriented approaches. The findings of the research allow for the identification of a set of didactic conditions conducive to the development of cognitive activity in medical students. These include: implementation of learner-centered instructional strategies that address individual educational needs; use of interactive teaching methods (problem-based learning, case studies, microprojects); integration of digital tools (virtual slides, online platforms, electronic portfolios); creation of an emotionally safe educational environment through support, dialogue, and constructive feedback; development of students’ self-reflection and self-management skills in learning. Particular attention is paid to morphological disciplines, which constitute the foundational component of medical training. The article presents examples of didactic strategies applied in the teaching of the «Histology, Cytology, and Embryology» course, such as educational quests, virtual practicums, and gamified platforms for self-assessment. It is concluded that the formation of students’ cognitive activity is achievable only through the integrated implementation of didactic conditions that combine pedagogical, technological, and psychological factors. The results obtained can be applied in teaching practice and further research in the field of medical pedagogy.