METHODS OF TEACHING SPECIALISED EDUCATIONAL COURSES IN THE TRAINING OF STUDENTS MAJORING IN THE SPECIALTY I7 “THERAPY AND REHABILITATION”
DOI:
https://doi.org/10.11603/m.2414-5998.2025.2.15486Keywords:
physical therapy, rehabilitation, higher education, teaching methods, Case-Based Learning, Team-Based Learning, Research-Based Learning, professional competences, National University of Pharmacy.Abstract
Abstract. The article discusses modern methods of teaching specialised educational components in the training of higher education students majoring in the specialty I7 «Therapy and Rehabilitation» illustrated by the case of NUPh. Particular attention is focused on the analysis of active pedagogical technologies, such as Case-Based Learning (CBL), Team-Based Learning (TBL) and Research-Based Learning (RBL), which assist in the formation of professional competences of future specialists. In this article, we have outlined the theoretical foundations of these methods, their advantages and characteristics of implementation in the educational process. We have also presented a comparison of the effectiveness of each of them. The CBL methodology allows students to apply theoretical knowledge to solve real clinical situations, which develops clinical thinking and analytical skills. TBL focuses on teamwork, responsibility and leadership development, which is important for multidisciplinary interaction in medical practice. RBL develops research skills, independence and critical thinking by engaging students in scientific activities. The introduction of these methods into the educational process of the NUPh helps to improve the quality of training, student motivation and their readiness for professional activity. Great attention is focused on adapting the training programmes to modern healthcare challenges and labour market requirements. The data presented demonstrate that interactive teaching methods increase the efficiency of learning and contribute to the development of specific competences. Further implementation of innovative approaches in medical education is necessary to ensure the competitiveness of graduates. The article also outlines the prospects for further research, including the development of integrated learning models and evaluation of the effectiveness of methods in different formats of the educational process. The results of the study may be useful for teachers, methodologists and managers of educational programmes in the field of medical and pharmaceutical education.
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