Methodological and philosophical aspects of improving the teaching of fundamental disciplines to medical students: a review of the literature and our pedagogical experience

Abstract

Relevance. Among the numerous problems of biology and medicine, which constantly attract the attention of scientists, an important place is occupied by the question of the relationship between the structure and function of biological objects both in normal and pathological conditions. Purpose. Based on a methodological and philosophical approach, to activate the independent work of elementary school students towards the creative assimilation of fundamental knowledge and the development of scientific knowledge in determining the norm and possible manifestations of pathological changes. Methods. We have substantiated innovative technologies that contribute to increasing the efficiency and quality of learning, and also ensure the creation of pedagogical conditions for the adaptation of students to the education system. An active discussion method is introduced, the method of posing a problem and solving it by students is used. The opportunity is provided to compare and distinguish normal tissues. The philosophical method does not replace other methods of scientific knowledge, but constitutes their methodological basis. It regulates the process of cognition and is the basis of each scientific method. Results and conclusion. We have determined that the dialectical method is the most effective and efficient scientific method of cognition. In practical classes of the Department of Histology and Embryology of the O.O. Bogomolets National Medical University, diagnostics of preparations is carried out on a specific object according to the method in the following sequence: 1) initial independent study by the student of the histological preparation; 2) then each student shows the teacher the structure in the preparation, and the teacher provides the necessary explanations and controls the student's skills; 3) then there is a collective discussion of this preparation with the participation of all students; 4) if an organ is being studied, then first it is necessary to determine its place in the functional system of the organism and give a general characteristic (origin, determine the general plan of the structure, show parts or shells, establish diagnostic signs); 5) detailed histological analysis of structures and their functional properties. Each histological preparation is studied in two stages. At the first stage, the student learns to “read” the micropreparation and form its “visual image” in the norm, and also acquires the ability to diagnose possible changes in the normal structure. At the second stage, tables, diagrams, electron diagrams and multimedia presentations are used to acquire practical skills. The discussion of the studied object (cell, tissue or organ) is carried out from general to partial with an emphasis on the integrity and interrelation of structure and function. During the conversation, the teacher directs the students’ activities to consolidate the theory and practical skills. Summary. Methodology is a philosophical doctrine about methods of cognition and transformation of reality, the application of the principles of worldview to the process of cognition, to spiritual creativity and to practice. It is important to emphasize that methodology is not just a set of general philosophical laws, principles and categories, but rather a study of ways to apply knowledge concentrated in philosophical concepts.