Abstract

Khamchiyev Kureysh M26486*, Shandaulov A Kh26487, Askarova NB26488, Maul YY26489, Gabdullina GS26490, Muhtar NE26491 and Sabit AE26492

This article contains an analysis of the efficiency and effectiveness of introducing Problem-Based Learning into the educational process of the Medical University of Astana (Nur-Sultan, Kazakhstan); the role of the teacher (tutor) in this process is described and some recommendations are given that will help him further improve his skills in interaction with the study group, increase his psychological and pedagogical competencies. We are confident that the recommendations prepared by the authors of the article will provide significant assistance to all participants in the educational process using the Problem-Based Learning methodology.