employee from 01.01.1922 to 01.01.2026
This article examines the system-activity approach (SAA) as the foundation of the FGES in higher education. Its positive and negative aspects are analyzed, and ways to effectively implement it are proposed, particularly in medical education. Positive aspects include increased student intrinsic motivation, the development of information competence and independence, and the activation of thinking. At the same time, challenges such as information overload, the labor-intensive nature of preparing lessons for instructors, and the heterogeneity of students' basic training are described. To address these challenges, a number of measures are proposed: advanced training for instructors, the creation of professional communities, flexibility in the educational process, the development of uniform assessment criteria, and the integration of simulation technologies. The article emphasizes that successful implementation of the SAA requires significant effort from educational institutions and instructors, but can lead to significant improvements in the quality of education and the development of competitive specialists.
system-activity approach, higher education, individual approach, universal learning activities, medical education
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