Clinical thinking as a key professional competence: modern approaches to development

The aim of the study is to analyze the process of developing clinical reasoning in medical students and to evaluate the pedagogical strategies that facilitate its evolution. The article examines the primary teaching methods influencing medical personnel training and highlights the drawbacks of the traditional educational system, which prioritizes factual knowledge over the critical and analytical skills necessary for clinical decision-making in real-world scenarios. Research methods include an analysis of existing pedagogical strategies, such as Problem-Based Learning (PBL) and case-based methods, as well as the implementation of interactive technologies, specifically simulation platforms and virtual patients. Furthermore, the study evaluates the effectiveness of a multidisciplinary approach to education, which promotes comprehensive clinical thinking and teamwork. A comparative analysis of traditional and innovative teaching methods was conducted using various educational institutions as examples. Results. The findings indicate that traditional teaching methods, focused primarily on theoretical training, have significant limitations in fostering clinical reasoning. They fail to provide adequate development of the analytical, critical, and prognostic skills required for effective medical practice. Conversely, the use of modern pedagogical technologies, particularly PBL and case-based methods, shows a marked improvement in the quality of clinical reasoning. Students demonstrate a better ability to adapt quickly to changing clinical environments, formulate accurate diagnoses, and determine effective treatment strategies. Conclusions. The integration of digital technologies, the use of a multidisciplinary approach, and an emphasis on practical training significantly enhance clinical reasoning and prepare specialists capable of effective decision-making in real clinical situations. Additionally, ensuring consistent feedback is crucial for error analysis and the continuous refinement of decision-making skills.