ESTABLISHMENT OF THE PEDAGOGICAL PROCESS AT THE PHARMACOLOGY DEPARTMENTS IN MEDICAL INSTITUTIONS OF HIGHER EDUCATION OF UKRAINE (earlyXX–1940)

Ntroduction. The article outlines the origin of pharmacological training of future doctors, the emergence and development of departments and the pedagogical process in medical universities in the first half of the twentieth century in Ukraine.The relevance of the topic is due to the fact that in the early twentieth century the network of medical higher education institutions in Ukraine expanded significantly. Along with this, pharmacology–the science of drugs and their effect on a living organism, which is one of the oldest, combining theoretical and practicalsciences–began to develop actively. Purpose. The purposeis to summarise the leading trends, content, organisational and pedagogical development and achievements of pharmacological training of future doctors in medical higher education institutions (HEIs) of Ukraine in the early twentieth century–1940.Methods. Analytical, empirical, study and generalisation of pedagogical experience. Results. The network of medical HEIs in Ukraine and its expansion, as well as the development of pharmacology departments, the formation of their scientific and pedagogical staff, the course of the pedagogical process of that time and the impact of socio-economic features of the period are analysed. Changes in the curriculum are considered, positive and negative trends in the pedagogical process are shown. Higher medical education in Ukraine at the beginning of the twentieth century was provided at universities at the medical faculties. At that time, there were 4 universities: Lviv, Kharkiv, Kyiv and Novorossiysk in Odesa. In the 20s and 30s of the twentieth century, the network of medical HEIs expanded significantly. Medical faculties at universities raised the educational process to a higher level and combined fundamental scientific research with the best teaching and research staff. This made it possible to involve teachers from other faculties, expand the circle of students' communication and unite the faculties, bringingthe academic culture closer to new standards.Originality. The idea of the development and formation of the pedagogical process at the departments of pharmacology in medical institutions of higher education in the early twentieth century–1940 is expanded.Conclusion. During the mentioned period, there was an increase in the network of medical HEIs and testing of various methodological approaches and principles of teaching, and the most optimal ones were determined at that time. The national professionaltraining of future doctors and the departments of pharmacology were formed, and they became one of the leading departments in medical universities; the departments of pharmacology were headed by leading scientists of that time who combined pedagogical,scientific and organisational work. Along with the formation and development of the material base of the departments, there was a strong ideologisation and politicisation of the educational process. Lectures, practical and seminar classes remained the main organisational forms of education. Lectures were diverse, deeply focused and practically oriented. Powerful Kharkiv and Kyiv schools of pharmacologists were formed, which provided staff for other higher education institutions.