Abstract

Kureysh M Khamchiyev*, FM Suleimenova, GK Sagimova, AK Shandaulov, AE Sabit, NB Askarova

This article analyzes a study aimed at comparing the methodology of the "Flipped Lecture" with traditional methods of conducting lectures on the discipline "Physiology" for 1st-year students of the specialty "General Medicine". Flipped Learning is a learning technology, during the implementation of which the tutor provides students with a set of audio, video, text and other materials for self-study at home, and during classroom classes-full-time (or remote, online) lectures, the teacher and students analyze the most difficult questions of the topic formulated by the students themselves. The evaluation was carried out according to the following criteria: motivation to study the material of the discipline, the student's self-assessment of involvement in the scientific and educational process, the teacher's self-assessment of his role in preparing for the lesson, the role of the formative assessment of knowledge in preparing for the final exam.