Мodernization of teaching pathological anatomy in the context of medical education reform

Abstract

Reforming medical education requires updating approaches to teaching fundamental disciplines, in particular pathological anatomy. Traditional teaching methods, based mainly on passive perception of information, are increasingly giving way to interactive technologies aimed at actively involving students in the learning process. The modern development of digital technologies, in particular virtual microscopy, integrated online platforms for independent study of the material, as well as simulation techniques, allows to significantly improve the quality of teaching and the formation of practical skills in medical students. In addition, the combination of pathological anatomy with clinical disciplines contributes to the understanding of the importance of morphological changes for the diagnosis and treatment of diseases. However, the effective implementation of these changes requires scientific justification and assessment of their impact on the training of future specialists. The purpose of this work is to analyze and evaluate modern methods of teaching pathological anatomy in the context of medical education reform, in particular, to determine the impact of interactive technologies on the level of material acquisition, the development of practical skills and critical thinking in students, as well as to assess the effectiveness of integrating pathological anatomy with clinical disciplines. The study revealed that the combination of traditional teaching methods with the use of digital resources, in particular virtual microscopes and platforms for distance learning, contributes to a better understanding of morphologial changes in tissues. The introduction of a problemoriented approach allowed students to analyze pathomorphological processes more deeply, which positively influenced the formation of their clinical thinking. The experience of using team learning has shown its effectiveness in developing communication skills and the ability to make collective decisions when analyzing pathohistological cases. It was also found that the integration of pathological anatomy with clinical disciplines increases its significance for students and contributes to the formation of interdisciplinary thinking. Additionally, the effectiveness of the implementation of individualized learning trajectories was assessed, which allow students to independently choose the pace and methods of learning the material, in particular through the use of adaptive educational technologies. The results of the analysis show that the combination of classroom lessons with virtual laboratories and multimedia lectures increases the level of mastery of complex pathomorphological concepts. The introduction of clinical case modeling and work with electronic pathohistological databases contributes to the formation of diagnostic analysis skills, which is an important stage in preparing students for practical medical practice. The results obtained confirm the need for further development of interactive methods of teaching pathological anatomy and their adaptation to modern challenges of medical education. The introduction of new educational technologies into the educational process requires a systematic approach, which includes a combination of traditional methods with modern digital tools, integration of academic disciplines and ensuring continuous feedback between students and teachers.