IMPLEMENTATION OF A PROBLEM-BASED LEARNING IN TEACHING GENERAL HISTOLOGY

Abstract

Improving the quality of the educational process is a crucial task for the system of higher medical education and is of interest to numerous researchers in the field of pedagogy as well as to academic staff of medical universities. Psycho-emotional overload, declining health among higher education students, and reduced motivation for learning often arise due to challenges in organizing and conducting educational activities. The application of a student-centered learning (SCL), in light of contemporary trends in pedagogical technology development, is one of the most promising strategies for shaping the intellectual personality of future medical professionals. This approach involves not only mastering professional competencies but also developing the ability to think critically and act swiftly and effectively in non-standard situations encountered in both professional and everyday life. One of the most effective ways to foster critical thinking in medical students is the implementation of a problem-based learning (PBL) approach and student-centered learning.This article examines the main trends in modern higher medical education, with a particular focus on problem-based learning technology. It elaborates on the definitions of “learning technology” and “educational technology”. Special attention is given to student-centered and competency-based approaches in teaching at higher medical institutions within the context of contemporary trends in higher education. The study provides an in-depth analysis of the problem-based learning approach in teaching histology to medical students in comparison with traditional reproductive teaching methods. The psychological foundations, objectives, and advantages of the problem-based learning approach in teaching medical students are discussed.The article explores key didactic characteristics of problem-oriented learning, including its sources, educational objectives, and methods for generating and presenting problem-based situations. It highlights significant levels of problem-oriented learning, such as problem-based presentation of educational material, a partially exploratory learning approach, and the research method. Particular emphasis is placed on students’ acquisition of scientific research methods, the development of research skills, and the formation of a creative approach to learning.Additionally, the study addresses the creation of problem-based questions and situational tasks incorporated into educational and methodological case studies for conducting practical histology lessons for medical faculty students. Criteria for designing situational tasks that enhance students’ cognitive activity while avoiding potential demotivation due to excessive task complexity are presented. The article also outlines possible challenges associated with implementing a problem-based learning approach in medical education.