Integration of evidence-based approaches into the general biological chemistry and biological chemistry of motor activity course as a means of developing clinical thinking among students in the 17 “Therapy and rehabilitation”

Abstract

This article examines the effectiveness of integration of evidence-based approaches in teaching of medical biochemistry as a means of developing clinical thinking among students majoring in 17 “Therapy and Rehabilitation” in the context of transformation of modern medical education. The relevance of this work stems from the need to transition to a competency-based learning model, implement evidence-based educational practices, and improve the quality of training for future healthcare professionals. The aim of the study was to substantiate and evaluate the impact of evidence-based approaches on the development of clinical thinking among students. The study employed the theoretical analysis of scientific sources as well as empirical methods, including surveys and comparative analysis of learning outcomes; the sample consisted of students from various courses within specialty 17 “Therapy and Rehabilitation.” The results showed that the use of interactive, problem-based, and clinically oriented teaching methods contributes to a deeper understanding of the educational material, the development of analytical thinking, and the ability to make clinical generalizations, especially among upper-level students.
It has been found that evidence-based approaches increase students’ motivation to learn and the effectiveness of their independent work. The findings indicate the advisability of implementing evidence based methods in the teaching of medical biochemistry. The practical significance lies in the possibility of using the obtained results to improve the educational process and enhance the quality of training for medical professionals