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Abstract
The article examines the fundamental transformation of approaches to teaching microbiology, virology, and immunology in modern higher education. The author analyzes the transition from the traditional theory-centric model, based on reproductive knowledge acquisition, to an innovative practice-oriented paradigm. The research is based on the idea that modern science education should form not only the sum of knowledge, but also the readiness to solve complex professional tasks in a dynamic environment. The feasibility of widespread implementation of interactive teaching methods, in particular structured educational cases and professionally oriented workshops, is substantiated. These methods are considered effective tools for developing clinical thinking and professional competencies in students in medical and biological specialties. Of particular scientific value is the analysis of the adaptation of these methods to the conditions of distance and blended learning, which has become critically important in the context of overcoming the challenges of wartime and global pandemic threats. The methodology for constructing educational cases based on real epidemiological scenarios, outbreaks of infectious diseases, and complex immunological cases is analyzed in detail. The author reveals the algorithm for conducting workshops aimed at developing skills in making operational decisions, interpreting laboratory research results, and predicting the development of biological systems. Special attention is paid to the use of simulation technologies and virtual laboratories, which allow to recreate the conditions of a real microbiological box in a digital format. It is proven that the combination of fundamental academic science with advanced interactive technologies radically increases the level of professional readiness of future specialists. This approach ensures the formation of flexible skills (soft skills), critical analysis, and stress resistance, which are necessary conditions for successful activity in the modern healthcare system and scientific research field. It is concluded that a practice-oriented learning model allows for bridging the gap between theoretical training and the requirements of the modern labor market.
References
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