METHODS OF DEVELOPING CLINICAL THINKING IN MEDICAL STUDENTS

Abstract

The article examines the theoretical, methodological, organizational, and pedagogical foundations for developing clinical thinking in medical students as a key metacompetence for future physicians. The article explores the structure of clinical thinking, including diagnostic, analytical, and prognostic components, as well as their development within the framework of cultural-activity-based and competency-based approaches. Particular attention is paid to modern pedagogical technologies–problem-based, context-based, and simulation-based learning, clinical case analysis, and case and interactive methods–that facilitate the transition from reproducible forms of knowledge acquisition to an activity-based research format. The article identifies methodological prerequisites for the effectiveness of this process, including the integration of theoretical and clinical training, interdepartmental collaboration, standardized assessment, and pedagogical support. The leading role of the teacher as a facilitator of clinical reasoning and a bearer of professional values is substantiated.