Application of elements of problem-based learning in teaching the educational component “Rhetoric” to phd pharmacy students

Abstract

The article examines the issue of implementing problem-based learning technology in higher education institutions as an effective means of training a new type of specialist capable of critical thinking, independent decision-making, creative activity, and professional communication. The relevance of developing rhetorical competence in PhD students, many of whom are oriented toward teaching careers, is substantiated. It is emphasized that the level of communicative and rhetorical skills directly affects the effectiveness of the educational process, studentsʼ motivation, and the quality of learning outcomes.

The study analyzes scientific approaches to problem-based learning, including the ideas of the Socratic dialogue, John Deweyʼs concept of “learning by doing,” Jerome Brunerʼs theory of discovery learning, as well as the contributions of domestic and foreign scholars to the development of cognitive and creative abilities of learners. It is determined that, despite a considerable body of research, insufficient attention has been paid to the development of applied problem-based cases adapted to specific educational programs and categories of students.

The purpose of the article is to substantiate the feasibility of applying problem-based learning in the professional training of future teachers in pharmaceutical higher education institutions and to present original examples of problem-based rhetorical tasks. The essence of problem-based learning is revealed as the organization of the educational process through the creation of problem situations that stimulate cognitive activity, develop analytical thinking, and foster the ability to act under conditions of uncertainty.

A classification of problem-based tasks is proposed, and a system of cases aimed at developing logical thinking, argumentation, communicative flexibility, and reflective skills is designed. It is shown that the use of such tasks enhances learning motivation, contributes to the formation of professional competence, and ensures readiness for pedagogical activity.

It is concluded that problem-based learning is an effective tool for integrating theoretical knowledge with practical skills, intensifying learning activities, and creating conditions for the continuous professional development of future specialists.