Professionally Significant Interdisciplinary Connections in the Course "History and Philosophy of Science" for Postgraduate Students of Medical Universities

• Published in: Journal of pharmaceutical sciences and research Vol. 10; no. 11; pp. 2994 - 2997
• Main Authors: Korzhuev, A V, Pashanova, O V, Lopatina, N B, Ryazanova, E L, Semyonov, S V
• Format: Journal Article
• Language: English
• Published: Cuddalore Journal of Pharmaceutical Sciences and Research 01.11.2018
• Subjects: Core curriculum; Educational philosophy; Epistemology; Higher education; Interdisciplinary aspects; Learning; Medical research; Medicine; Pedagogy; Pharmaceuticals; Philosophy of science; Research methodology; Social sciences; Students; Theory
• ISSN: 0975-1459

Materials And Methods In the process of work the authors used: 1) segment analysis of educational practice; 2) ontogenetic and retrospective analysis of the problem using the archived sources of pedagogical direction, normative documents related to training in postgraduate medical and pharmaceutical profile and the order of dissertations for the degree of Candidate of Sciences; 3) analysis of the possibilities of projection of the problem in the philosophical and methodological format and the subsequent ascent to the specific one; 4) the hypothesis associated with the content and modification of traditional educational content in connection with the idea of reflecting interdisciplinarity; 5) the method of expert assessments and analysis of the results of the pilot implementation of the modified content in the practice of education. In the first approximation, medical subject-scientific reality differs from reality by objective separation: a) a medical event at the level of a patient's sensation of any pain, instability of his/her condition, it's dissimilarity with the usual physiological state, deviations from the adequately perceived and b) medical scientific fact as an expression of a particular reference to the event format, including CLICHE: "the body as an object of medical and physiological research", "indicators of physiological norm and deviations from it", "classification of the observed deviation to a particular known type of pathology", "the method of medical research based on the synthesis of chemistry, physics, biology, physiology", "model of the treatment and diagnostic process" and others. [...]the objective reality is filled with pedagogical and medical events, and the second one - with scientific facts that lead the researcher to the formulation of a scientific problem, which, in turn, leads to the formulation of the scientific hypothesis, based on the revealed scientific facts, uses their model description by means of "inclusion" in the course of the modelpresented pedagogical and medical diagnostic processes; the obtained model result is "transferred" by means of practical approbation to pedagogical and medical validity and the diagnosed results allow to reveal the degree of adequacy of the model description offered by a researcher to the results found in such transfer. [...]the subject-scientific pedagogical and medical reality is inevitably encrusted with general methodological regulations of scientific research, private scientific principles arising from them, as well as specific "rules" of scientific activity, in particular, the rules of research interaction and scientific dialogue.