MOTIVATION, STIMULATION, AND ACTIVATION OF TRAINING IN THE STUDY OF FORENSIC MEDICINE AND MEDICAL LAW IN HIGHER MEDICAL EDUCATION INSTITUTIONS

Today, the challenge is to increase the effectiveness of learning and optimize students' learning activities. At the same time, high educational motivation plays a crucial role, therefore, special attention is paid to the problems of its formation. In the context of the formation of motives in the process of teaching students of universities, there is always the question of what motives should be formed. It is not simply a question of finding and selecting a particular motive for its formation, but determining the optimal structure of the student's motivational sphere. The paper examines a wide range of methods of motivation, stimulation, and activation of training in the study of forensic medicine and medical law in higher medical education institutions. Methods of stimulation and motivation of educational and cognitive activity are directed on the formation of positive motives of learning, stimulate cognitive activity and at the same time promote the enrichment of students with educational information. They are divided into two subgroups: 1) methods of forming cognitive interest; 2) methods of promoting duty and responsibility in learning. In the process of teaching new material, one should appeal to the sense of wonder, surprise, interest in the subject matter of the message, changing the logic of the sequence, breaking the cause and effect, presenting information as strange and logical. For the formation of cognitive interest in students in the subject of forensic medicine, you can use examples from expert practice, life stories about the circumstances of death of famous persons. Particularly important for students are examples of life situations where doctors were unable to correctly ascertain the fact of death, and the living person is prepared for burial or buried in a grave in a state of so-called apparent death. One of the ways to increase students' educational motivation is to use it widely in the group learning interaction process. Using of practical skills in small groups is very popular with students. For example, students form 3-4 groups of 3 people. Each group is assigned a task (to describe a specimens of skin, bone or internal organ damage, or to describe a corpse at the scene of death). After completing the tasks, the groups exchange them, and the next group is invited to supplement the description or indicate their shortcomings. This method contributes to the development of attention, the wit of the students, and also allows us to consolidate the practical skill. Motivation is also an integral part of the motivation process. Incentives are very effective in cases of indifference and laziness. It pushes and promotes the necessary motives and motivations for students. For example, in determining the relevance of the topic of each class, attention should be paid to the situations in which further medical activity may be encountered by the student (filling in a medical certificate of death, description of injuries, describe the scene and place of death). Unfortunately, to date, the understanding and the true motive of learning a person receives only after graduation. By using the methods of motivation, stimulation, and activation of training in the study of forensic medicine and medical law, using them skillfully and correctly, the teacher can achieve positive results and make the process of study of forensic medicine and medical law more rich, useful and interesting. The successful combination of different techniques by the teacher can support students' interest in studying the disciplines and make the lessons interesting, effective and unforgettable.