TEACHING BASED ON CLINICAL INTEGRATION USING PHYSICAL MODELS OF BIOREOLOGY AND HEMODYNAMICS
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This study analyzes the effectiveness of teaching biophysics based on clinical integration using physical models of bioreology
and hemodynamics. The experimental study was conducted using a quasi-experimental design involving a sample of 62 medical
students. In the experimental group, a clinically integrated instructional model was implemented, whereas the control group was
taught using a traditional approach. According to the final assessment results, the difference in the quality indicator between the
groups amounted to 11.4%, confirming that the clinical integration of physical models has a positive impact on the development
of analytical thinking, computational skills, and clinical interpretation competencies.
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