Development of logical thinking of future doctors with the application of logical tasks

This article presents the outcomes of a pedagogical experiment conducted to assess the efficacy of incorporating experimental logical tasks and exercises within the curriculum of the discipline “Medical Informatics” as a means to foster the development of logical thinking among future medical professionals. The study emerged from the observation of deficient logical reasoning skills among medical students, prompting an investigation into the role of logical thinking in the diagnostic process of physicians. The research involved diverse groups, including medical students, experienced doctors, and educators. The following methods of research were used to achieve the goal of the experiment: Theoretical, in particular, modeling method to identify pedagogical conditions and develop the technology of forming logical thinking of future doctors; empirical, in particular, pedagogical experiment, which allowed to check the effectiveness of technology and developed methodological support of the formation of logical thinking of future doctors and statistical methods of research for quantitative processing of research results and confirmation of their authenticity. The analysis of the results of the pedagogical experiment revealed a decrease in the number of students at a low level and an increase in the number of students at satisfactory and high levels of logical thinking development. The results of statistical data confirm the effectiveness of pedagogical technology in introducing a system of tasks aimed at the development of logical thinking in future doctors.