THE FUNDAMENTAL IMPORTANCE OF INTERDISCIPLINARY PROJECTS IN THE STUDY OF CLINICAL PHARMACOLOGY

Abstract

The article is devoted to the study of the problem of the development of cognitive activity of students of higher medical education in the context of the study of clinical pharmacology. In modern conditions high requirements to the quality of human capital determine the necessity to transform the system of training of medical specialists. In particular, we are talking about doctors, from whom society expects not only in-depth professional knowledge, but also the ability for continuous self-improvement and professional mobility. In this regard, it is important to focus on the transition to an educational model aimed at the formation of multifunctional skills and readiness to learn new knowledge, which meets the modern requirements of the labour market and society.The aim of the study is to examine the effectiveness of mastering interdisciplinary tasks as a means of developing students’ cognitive activity. It involved 100 students of the 5th year of the Faculty of Medicine, who will study in 2022–2024. A number of methods, including interviews, questionnaires and tests, were used to determine the level of cognitive activity. According to the results of the study, three levels of cognitive activity were found: low, medium and high. Each is characterized by a different level of motivation, willpower and readiness to solve interdisciplinary tasks.As part of the study, the Department of Internal Medicine No. 2 developed a system of interdisciplinary tasks that integrate clinical pharmacology with other medical disciplines. These tasks are divided into three blocks according to their level of complexity and cover various aspects of a doctor’s professional activity. The results of the experiment proved that the use of such tasks increases the cognitive activity of students, which was confirmed by the methods of mathematical statistics.Thus, the necessity of using pedagogical methods focused on subjective and meaningful learning and the development of cognitive activity for the formation of highly qualified doctors has been established.