STRATEGY FOR ORGANIZING AND IMPROVING PHYSICS EDUCATION BASED ON A MEDICAL CONTEXT

This article substantiates the relevance of improving the content of physics education in academic lyceums affiliated with medical higher education institutions on the basis of medical professional orientation. At present, the widespread introduction of high technologies in the field of medicine, as well as the reliance of modern diagnostic and treatment methods on fundamental physical laws, necessitates a new approach to general education subjects, particularly physics. From this perspective, the article emphasizes the necessity of contextual teaching of physics, taking into account the educational needs and future professional activities of students in the medical and biological track. The paper addresses the issues of forming and developing physical thinking among students with a medical-biological orientation and reveals the importance of explaining physical concepts, laws, and phenomena through their direct connection with medical practice. In particular, modern physical technologies widely used in medicine—such as medical imaging methods, laser and ultrasound technologies, and the application of electromagnetic radiation in diagnosis and therapy—are interpreted as effective means of shaping the professionally oriented content of physics education. In addition, the article develops conceptual approaches to organizing physics education based on a medical context, demonstrating their potential to enhance students’ professional motivation, ensure interdisciplinary integration, and improve overall educational effectiveness. It is shown that contextual teaching of physics contributes to increasing students’ learning motivation, strengthening interdisciplinary links, and fostering an understanding of the practical significance of theoretical knowledge. The conceptual approaches to organizing physics education within a medical context are generalized, and their methodological significance for medical-oriented academic lyceums is substantiated. The scientific conclusions presented in the article may serve as an important theoretical basis for modernizing the content of physics education and harmonizing it with medical professional training.