FEATURES OF TEAM-BASED AND PROBLEM-BASED LEARNING IN IMPROVING THE QUALITY OF HIGHER MEDICAL EDUCATION

Abstract

Traditional teaching methods are mainly characterized by the active participation of the teacher and the passive participation of the student who receives knowledge. These approaches are important but cannot be used as the only methods because, in this format, theoretical knowledge cannot be integrated well with clinical knowledge. Furthermore, under these conditions, students of higher medical education have few opportunities to develop clinical thinking and the ability to solve practical problems. The team-based learning model is considered to be an effective method of providing educational services, which significantly contributes to academic success, increases communication between students and improves clinical thinking skills. This method attracts, motivates and generally increases the degree of satisfaction with the educational process among students compared to traditional education. A feature of the functional characteristics of this approach is that students are the main characters, who discuss among themselves, under the guidance of teachers and mentors. It is worth noting that the results of many conducted studies demonstrated that team-based learning was characterized by a high rating and degree of satisfaction by the students. The problem-based learning is a defined pedagogical approach that includes clinical situations to teach students skills to solve key practical problems and gain knowledge about theoretical and clinical medicine. Combining a problem-based learning model with traditional methods can improve the ability of students of higher medical education to learn and improve independently, as well as to analyze and solve practical problem aspects. Therefore, the system of education in the field of health care should be aimed at using learning methods that are first of all adapted to the student and allow him to develop skills to achieve his professional goals in the future.