The role of interactive learning methods in the training of medical students in the discipline of obstetrics and gynecology

Objective. Justification and evaluation of the effectiveness of the implementation of interactive teaching methods in the training of medical students in the discipline of "Obstetrics and Gynecology" using information and communication technologies aimed at increasing the level of assimilation of theoretical material, the formation of clinical thinking, professional competences and motivation for educational activities of future doctors. Methods. The research uses a complex of interactive methods of training medical students in the discipline "Obstetrics and Gynecology" using information and communication technologies. Digital platforms Padlet, Miro, Zoom were used to create business cards and collective schemes, intelligence maps of various types and word clouds for structuring knowledge, "Brainstorming" and "Decision Tree" methods for the development of analytical and clinical thinking, as well as situational modeling and testing in the "Kahoot" service to control learning of material and increase student motivation. Results. The introduction of interactive teaching methods contributed to increasing the activity and involvement of students, better assimilation of theoretical material and development of clinical thinking. Mind maps, word clouds, and digital platforms improved knowledge structuring and group interaction. "Brainstorming", "Decision Tree" and situational modeling methods contributed to the development of analytical abilities, decision-making skills and practical competences. Testing in the "Kahoot" service provided operational control of knowledge acquisition and increased educational motivation. According to the results of the survey, more than 80% of students noted increased interest, improved communication and better preparation for practical classes. Conclusions. Interactive learning methods using information and communication technologies effectively increase the motivation, activity and clinical thinking of medical students, contribute to the systematization of knowledge and the development of practical competences, which makes them appropriate for modern medical education.