NEW METHODS IN “PATHOMORPHOL-OGY” TEACHING IN THE HIGH MEDI-CAL EDUCATION SYSTEM

Clinical thinking of students is formed through independent study of scientific literature with the use of acquired knowledge in further practical activities. The need for extensive use of foreign sources of literature in the teaching of the discipline "Pathomorphology" is dictated by the latest achievements in the methods of morphological diagnosis, which formed the basis of the latest WHO classifications. In fact, we tried to solve the problem of structuring the content of the discipline "Pathomorphology" for practical teaching with the improvement of mastering the material in the process of independent work of students. Also, the urgent need was to change the traditional methods of teaching to new interactive methods of teaching students to create a practically directed motivation during the educational process by integrating modern interactive methods of teaching the discipline "Pathomorphology" into the structure of lecture classes according to the requirements of the European higher medical school, which shifts the emphasis from passive perception of the material on the active participation of students in the learning process. The instructor-motivator builds the structure of the topic, the order of mastering the skills with practicing them on the example of clinical cases, descriptions of morphological changes in micro- and macro-preparations. Previously, the topic material is posted on the official website of the university, - an exhaustive, informatively structured presentation of theoretical and practical material. In order to choose the most effective option for students to master the lecture in two groups (360 students each), we conducted a study of two models (classical and interactive interview of students during the lecture). The analysis of the anonymous survey of two groups revealed that when interactive methods were used students perceived new information more efficiently, the interaction allowed them to be constantly in the focus of attention.The information they received was necessary to answer the clinical case in which illustrative macro preparations were used, and also micro-preparations of autosial and biopsy material. The result of efficiency in mastering the material with the use of new interactive techniques are: 1) a higher percentage of students who, from the first time, passed the final modular control in the discipline "Pathomorphology"; 2) a high percentage of students who have passed the State Licensed Integrated Exam "Krok-1. General medical training". Conclusions: 1. Structuring the student's independent work is an effective way to direct it to the qualitative mastery of theoretical material in the formation of professional competencies. 2. Widespread practical application of acquired knowledge when working with macro-, micro-preparations. 3. Constant controlled interaction is the basis for further continuous improvement and competent clinical tactics with avoidance of possible mistakes.