COMPARATIVE ANALYSIS OF THE TRADITIONAL TEACHING AND MENTORING APPROACH IN HYGIENE TRAINING

Abstract

The purpose of this article is to conduct a comparative analysis of the effectiveness of traditional and mentoring approaches in teaching hygiene at medical universities. The importance of modern pedagogical methods in forming practical and preventive skills in future doctors is extremely crucial today. In this study, the author compares the results of applying traditional lectures and mentoring methods based on problem situations by dividing students into groups. During the research, the approach to the educational process and the level of academic achievement were evaluated based on specific criteria. The scientific novelty of the article lies in the fact that, for the first time, it is comprehensively and scientifically proven that the mentoring approach in hygiene classes significantly increases students' ability to independently solve medical and environmental problems and work in a team compared to the traditional method. The results demonstrated that a guiding mentorship system increases interest in the subject much more effectively than the passive reception of information. In conclusion, the mentoring system develops students' deep analytical thinking and positively changes academic performance indicators. Therefore, to improve the quality of hygiene education, it is highly recommended to widely introduce active learning methods and mentoring into educational programs.