Psychological and Pedagogical Aspects of Teaching Medical and Biological Physics

Abstract

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.