APPLICATION OF MECHANISMS OF PROBLEM-ORIENTED LEARNING IN THE TEACHING OF PHARMACOLOGY AND PHARMACOTHERAPY AT THE FACULTIES OF MEDICINE AND PHARMACY

Higher medical and pharmaceutical education today is impossible without a combination of highlighting the time-tested basic principles that have become dogma within the academic disciplines, and modern achievements of fundamental science and practice. To a large extent, this concerns the teaching of pharmacology, clinical pharmacology, clinical pharmacy and pharmacotherapeutic aspects of clinical disciplines. Difficulties in teaching are due to the large amount of educational material, its dynamic replenishment with new scientific information about medicinal products, as well as changes in treatment recommendations. In general, the solution to such a problem largely depends on teaching skills. Avoiding the routine sameness of education, balanced opposition to traditional methods of new pedagogical approaches is a natural modern process. The structural components of professional competence are motivational, cognitive, personal, communicative, control-reflective components, which are formed, in particular, thanks to problem-oriented learning. Problem-oriented learning adapts medical students and pharmacists to real problems that will arise in future practical activities. Thanks to this approach, the goal is achieved resulting in formation of a competent, competitive specialist whose knowledge and skills are relevant at the time of graduation for obtaining higher education.