OBJECTIVE: Aim: This study aimed to verify experimentally the effectiveness of a problem-search approach for teaching Histology in enhancing the level of cognitive engagement among first-year medical students enrolled in specialty I2 "Medicine," as well as to substantiate the feasibility of its implementation in the educational process of future physician training. PATIENTS AND METHODS: Materials and Methods: The study was conducted during the 2024-2025 academic year and consisted of three stages (summative, formative, and final) using a pedagogical quasi-experimental design. A total of 756 undergraduate students enrolled in specialty I2 "Medicine" participated and were divided into a control group (n=352) and an experimental group (n=354). The level of cognitive engagement was assessed before and after the formative stage using B. K. Pashnev's questionnaire. The experimental group was taught using a combination of problem-based learning, the case method, heuristic dialogue, smallgroup work, project-based learning, and digital interactive technologies. RESULTS: Results: At the summative stage, no statistically significant differences between the groups were identified. After the implementation of the problem-inquiry teaching methodology, the experimental group demonstrated a significant increase in the proportion of medical students with an advanced level of cognitive engagement (from 32.5% to 70.1%) compared with the control group (χ2=38.369; p<0.05). CONCLUSION: Conclusions: The proposed methodology for teaching Histology to future physicians, grounded in a problem-search approach, is an effective means of enhancing medical students' cognitive engagement and may be recommended for implementation in higher medical education practice.
Dymar et al. (Thu,) studied this question.