The task of improving the quality of specialists training is becoming increasingly relevant every year. This is the reason the higher medical school is facing the task of developing methods that ensure full assimilation of knowledge and skills, as well as prepare students for future independent practice activities. This problem can be solved only in line with the general provisions of modern medical and pedagogical science.
This education guidance is an attempt to integrate the latest achievements of higher education pedagogy into the materials of practical lessons on the discipline "Physical therapy" (PT).
All presented training lessons are arranged according to the unified methodological plan and contain the following sections.
1. The purpose of the lesson is worded in terms of activity, that is: what the student must learn and which means and methods shall master for the treatment of various diseases.
2. Test questions for checking basic knowledge are the questions which determine the necessary level of knowledge, without which it is impossible to start studying this topic. A student can prepare for classes independently according to these issues; they can also be used at the beginning of the lesson to determine the degree of readiness of the group to master this topic.
3. The content of the lesson is presented both in the form of text and in the illustrated form (drawings, tables, schemes), enabling improved learning.
4. Control of the results of material learning is carried out through two types of tasks - test questions and clinical case studies. The obtained theoretical knowledge must be applied to solve them (see the text of the corresponding section). Test questions and cases, apart from monitoring the results of material learning, perform another important function - they contribute to the formation of clinical thinking among students.