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The article is devoted to the important issues of modern education and increasing the level of modern medical professionals’ training. The article covers the use of educational cases for practical classes in the discipline «Medical and Biological Physics» in natural sciences cycle for students of the first year of study in specialty “Medicine». The authors present the general structure of the case, which is used to consider most of the topics in practical classes. Pedagogical research (case studies and student interviews) found that students are willing to work in a team, often resorting to in-depth search for information to look more effective as a doctor, which in the future allows them to participate in conferences by presenting scientific reviews; willing to test a decision-making model that can be used in real life; gain confidence that the acquired knowledge will allow them to orientate themselves quickly in clinical cases that will be considered in the future. Such techniques also help students to move easily from the techniques used in secondary education to professional oriented teaching methods. The article presents the results of the survey on the effectiveness of the use of the case method and its perception by students. The results of the study allow the authors to conclude that the consideration of a possible clinical case in the study of clinical disciplines in senior years allows medical students to master a sufficient level of professional competencies in the study of fundamental disciplines, including «Medical and Biological Physics». The case designed to study the course of medical and biological physics, given its specifics, may contain the following types of questions of a professionally oriented nature: 1) manifestations of physical phenomena and processes in the human body and the possibility of their study; 2) basic methods of determining physical quantities in medical practice; 3) principles of functioning of devices in diagnostic and medical practice; 4) the consequences of the interaction of physical factors with biological environments; 5) prevention of adverse effects of external physical factors on the human body and counteraction to occupational diseases. Problem-based learning in general and the case method in particular is a good tactical pedagogical tool that plays a strategic role in the training of a competent specialist and is adequately perceived in the student environment. Students are willing to work on cases to become more effective in the role of a doctor, which in the future allows them to participate in conferences by presenting scientific reviews. Such techniques also help students to move easily from the techniques used in secondary education to professional oriented teaching methods.

The article examines the peculiarities of teaching Medical and Biological Physics from the point of view of the students’ attitude and perception of the educational course and the teaching methods used by teachers conducting classes. The purpose of the article is to study the main psychological and pedagogical regularities of teaching Medical and Biological Physics taking into account the psychological portrait of a modern medical student. The objective of the study is to analyze the problem of optimizing the psychological and pedagogical component of the educational process in the studying of physical and mathematical courses by medical students. Research methods used are pedagogical observation and conversations as a form of empirical research, as well as analysis of scientific psychological and pedagogical sources, own pedagogical experience and analysis of empirical data as a form of theoretical research The teacher’s task is to identify in time the special abilities of students and help them to determine their development vector in borders of a specific course, to master professional competences and see a whole picture of the field of knowledge. To understand the functioning of living systems, to explain causeand-effect relationships, and processes that occur in biological tissues and living organisms in general, future doctors need a certain amount of knowledge which is based on physical laws, that is, knowledge of biological physics. Medical physics is an integral part of the complex of knowledge for the purpose of researching the state of the biological system, analyzing changes in its behavior under the influence of certain physical factors, and preventing their negative impact. This is quite a difficult task, since there is a significant decrease in the level of training in the field of natural sciences demonstrated by the applicants to medical higher educational institutions. Educational activity is a defining function of the work of a teacher of a higher educational institution and should be organized in accordance with the requirements of society, highlighting modern trends in the development of the industry, with an emphasis on the achievements of the direction for the industry as a whole, to ensure the formation of the competencies of a specialist competitive on the labor market. The article substantiates the work methods of the teachers of the Department of Biological Physics and Medical Informatics of the Bukovіnian State Medical University in organizing the educational process and conducting classes in Medical and Biological Physics. All teacher’s functions are inextricably linked, and the examples given in the article show that this is relevant for the course, which is often by mistake considered as an element of general training, where there is no professional orientation of medical education. The professionalism of a teacher of natural sciences lies precisely in their ability to combine the elements of the course and the professional component training in the student education. Here, the relationship between methodical knowledge and the teacher’s skills, such as ways, methods, means, and techniques of working with students, are decisive. All this gives an opportunity to turn this course into a means of forming competencies and developing the student’s potential. The article draws a conclusion on the prospects for the development of students’ clinical thinking and the professionalization of medical education through the optimal organization of teaching courses related to natural sciences with Medical and Biological Physics taken as an example.

Бирюкова Т.В., Олар Е.И., Федив В.И., Галушко К.С. История внедрения лазерних технологий в медицине. В статье рассмотрены основные исторические этапы развития лазерных технологий и их внедрения в медицине на основе достижений физики. Цель исследования. В статье рассмотрены исторические этапы внедрения лазерных технологий в медицине. Приведены основные направления развития лазерной медицины, а также лазеров, используемых в офтальмологии, косметологии, хирургии, стоматологии. Методы исследования: описательный, методика классификации и систематизации для анализа, синтеза и обобщения исторических данных о развитии и внедрения в медицину лазеров различных типов. Научная новизна заключается в систематизации исторических данных об открытии квантовых генераторов и их использование в медицинских целях. Выводы: применение лазеров в медицине оправдано, экономически выгодно, является более совершенной альтернативой существующим методам лечения и диагностики, позволяет предложить пациенту большой перечень неинвазивных, фактически безболезненных и безопасных для здоровья процедур, соответствующих высоким клиническим стандартам оказания медицинской помощи.

OF TEACHING MEDICAL AND BIOLOGICAL PHYSICS. The article examines the psychological and pedagogical aspects of teaching the disciplines of the natural and mathematical cycle using the example of the discipline "Medical and Biological Physics". Today, there is a problem of "subject stability" among students of medical education in relation to the disciplines of the natural sciences, and it requires a solution, the development of algorithms and tools for teachers of these disciplines in medical higher education institutions. Conducting practical classes in medical and biological physics involves the performance of practical tasks that ensure a clear understanding by students of the physical phenomenon underlying the physical process, which is the subject of the class and is directly related to its application in clinical practice. Teaching the disciplines of the natural and mathematical cycle, medical and biological physics, in turn, ensures a close connection of one or another physical phenomenon or process with its application in medicine for the purpose of diagnosis, treatment and prevention of diseases. To facilitate the perception and understanding of physical phenomena and processes, it is advisable to use demonstration physical models, measure physical quantities, process measurement results, and form conclusions. During the explanation of the main physical laws or phenomena, the teacher emphasizes the students' attention on aspects related to medicine, which serves to definitely increase the motivation of first-year students to study physical and mathematical disciplines, in particular, medical and biological physics. After all, today the problem of lack of motivation among students to study natural sciences, in particular physics and mathematics, is acutely felt. The reason for this is a weak base, students' misunderstanding of the conceptual connections between physics, mathematics and medicine. The main task of the teacher remains to present the material of the topic of a practical or lecture class, taking into account the future qualification of students and emphasizing the use of acquired practical skills in future professional activities. Educational and cognitive motivation most actively motivates students to find answers to problematic questions, if they are related to their professional training, therefore it is necessary to take into account the future specialization of students when teaching a discipline, to focus on problematic issues in this field.