Application of problem-based learning in higher education institutions (on the example of training future pharmacists, physical therapists-rehabilitologists, laboratory diagnosticians and IT-specialists)

Abstract

The proposed article addresses the issue of applying problem-based learning in higher education as an effective method of psychological and pedagogical training for graduate and postgraduate students, preparing them for professional teaching activities and the development of pedagogically determined communicative competence among students of higher education institutions of accreditation levels III–IV. The aim of the article is to substantiate the regularity of implementing problem-based learning in higher education institutions of various specializations to increase the effectiveness of both professional and psychological-pedagogical training. Methods. The research is based on partially exploratory and descriptive methods, as well as the analysis of master's educational programs in the relevant specialties and the postgraduate education program. Results. The study analyzes the work of researchers on the development of pedagogical technologies of problem-based learning, particularly the use of problem situations. The relevance of the topic is determined by the societal demand for specialists with critical thinking skills, the ability to solve complex problems, systematize knowledge, engage in self-analysis, and work effectively in teams. The article provides a detailed description of practical experience in using problem situations in the selection of educational material, presenting specific problem cases for training pharmacists, physical therapists, laboratory diagnosticians, and IT specialists, which can be used in the educational process to develop the necessary communicative and professional competencies. Conclusions. The authors conclude that the use of the problem-based method of cognitive and exploratory activity in higher education can serve as a means of forming deep knowledge, the logic of scientific inquiry, creative approaches, rapid decision-making, and adaptation to the professional challenges of teaching and pedagogical activity.