COMPETENCY-BASED APPROACH AND INNOVATIVE PEDAGOGICAL TECHNOLOGIES AS A MEANS OF ENHANCING STUDENTS’ COGNITIVE ACTIVITY IN THE STUDY OF MORPHOLOGICAL DISCIPLINES

Abstract

The article is devoted to the analysis of modern approaches to the organization of the educational process in teaching the discipline Histology, Cytology, and Embryology in higher medical education institutions, particularly in the training of future dentists. It substantiates that achieving high learning outcomes requires a systematic selection of teaching tools and methods aimed at enhancing students’ cognitive activity, developing clinical and research skills, and fostering motivation for continuous professional growth. Scientific approaches to the definition of «teaching aids» are analyzed, emphasizing their role in improving the efficiency of knowledge acquisition. It is revealed that the teaching of morphological disciplines is still largely based on traditional methodological approaches, which requires their renewal and diversification to increase students’ engagement. The paper examines in detail the content and role of the discipline in the structure of dental training, as well as its integrative links with other fundamental and clinical subjects. The methodological foundations of the competence-based approach are outlined, aimed at forming both general and professional competences in learners. General competences include the ability to think critically, analyze, engage in self-learning, maintain health, and demonstrate environmental awareness; professional competences involve the ability to apply knowledge in medical practice, conduct research, adhere to ethical standards, and implement innovative technologies. The article presents a classification of pedagogical conditions for implementing the competence-based approach, distinguishing between external (socio-political, regulatory, informational and communicative, etc.) and institutional (organizational and methodological, psychological and pedagogical, staffing, etc.) factors. The main teaching methods for the discipline are described – verbal, visual, and practical – with an emphasis on combining work with natural objects and their images, conducting microscopic examinations, and solving situational clinical problems. The importance of the integrated use of diverse didactic tools is highlighted, as they contribute to better assimilation of theoretical material and the development of practical skills. The organization of students’ independent work is considered, including the study of academic and scientific literature, preparation for practical classes, completion of test assignments, and preparation of multimedia presentations. It is determined that the integration of modern information and communication technologies (Zoom, Moodle, LIKAR_NMU) ensures the effectiveness of learning in face-to-face, distance, or blended formats, providing students with access to educational materials, automated testing, and supplementary resources. The results of a survey of 254 first-year students of the Faculty of Dentistry are presented. Most respondents preferred a combination of different learning tools, including video materials, online resources, atlases, and microscopic studies. The main difficulties in studying the discipline included a large volume of material, limited time for topic coverage, insufficient illustrative and video resources, and issues with material and technical support. It is concluded that improving the effectiveness of the discipline Histology, Cytology, and Embryology requires the purposeful implementation of innovative teaching methods and tools, the integrated use of visual, interactive, and research-based approaches, as well as the creation of conditions for enhancing students’ cognitive activity and developing their readiness for professional self-realization.