Abstract

K.M. Khamchiyev, Y.Kh. Batyayeva, A.Kh. Shandaulov, A.M. Zhashkeyeva, F.M. Suleimenova, G.K.Sagimova.

Problem-based learning (PBL) is the effective method for promoting student competencies in self-directed and collaborative learning, critical thinking, self-reflection and tackling novel situations. PBL develops clinical thinking and stimulates students to acquire knowledge through self-searching and analysis of medical information. Students take more active role trying to solve a practical problem. It becomes especially important at present time due to the transition of the educational process in the credit system. This article analyzes the results of a survey of students who study using the PBL method and describes the psychological and pedagogical aspects of the tutor's work as a "coordinator" in the process of problem-based learning, and provides practical recommendations for the work of the tutor in this role. It also describes the actions of the tutor when working in groups with different dynamics, which is the main task of PBL. The recommendations given in the article resulting from the study and analysis of studies and publications in the field of education and based on their extensive experience training in the methodology of PBL at the Astana Medical University (Nur-Sultan, Kazakhstan) and the Medical University of Karaganda (Karaganda, Kazakhstan). The paper also describes current practical approaches to teaching medical curricula in small groups with an emphasis on student-centered learning.