STRUCTURE AND CHARACTERISTICS OF THE FIRST MODULE IN THE EDUCATIONAL COMPONENT “INDIVIDUAL RESEARCH WORK” FOR EDUCATIONAL PROFESSIONAL PROGRAM “MEDICINE”

Abstract

The proportion of skills, abilities, and competencies pertaining to the scientific method of understanding reality—comprising principles, rules, norms, and methodologies for acquiring and organizing new knowledge about both objective and subjective realities—represents the scientific aptitude within the educational framework. A robust scientific aptitude within the educational process is a vital prerequisite for students in specific fields of study (specializations) to receive education of requisite quality. The Department of Pathophysiology at Poltava State Medical University is actively engaged in not only fundamental medical and preclinical research but also in ongoing scientific and methodological endeavors aimed at enhancing the educational process departmentally and university-wide. The educational component ‘Individual Research Work” within the educational professional program “Medicine”, developed by the departmental faculty, serves to elevate educational standards by augmenting the scientific aptitude within the educational process. This study aimed to analyze and delineate the structure of the initial module within the educational component “Individual Research Work” of the educational and professional program “Medicine”. In preparing the manuscript of the article, the authors employed several general theoretical research methods, including analysis, synthesis, comparison of concepts, abstraction, and generalization. Module No. 1, titled “Modeling of Typical Pathological Processes in Various Organs and Systems”, within the educational component “Individual Research Work”, spans 120 hours and is structured as follows: 8 lecture hours, 32 hours of practical classes, and 80 hours designated for independent study of module topics. The thematic plan encompasses the exploration of the following topics: 1. Modelling inflammatory processes in various organs; 2. Modelling disturbances in the cell cycle (hypo- and hyperbiotic processes); 3. Modelling systemic metabolic disorders; 4. Modelling functional disorders across various organs and systems. The ultimate outcome of Module No. 1 entails students selecting a topic and experimental model conducive to their research pursuit. The structure and content of this initial module within the educational component “Individual Research Work”, developed by the Department of Pathophysiology at Poltava State Medical University, align with the standards of contemporary higher medical education. The study, along with its inaugural module, is poised to enhance the quality of education for aspiring individuals enrolled in the educational and professional program “Medicine”.