The current state of the system of higher medical education is grounded on many factors including the growing volume of specialized information and the need to expand the level of students’ independent work as well as the conditions of certain restrictions independent of the educational system associated with quarantine measures, etc. This situation predetermines the model of blended learning and the search for both new and improvement of traditional methods and approaches for achieving a high-quality educational process, the purpose of which is to train a highly qualified future internship doctor. Relevant introduction of innovative methods along with the classic teaching “at the patient's bedside” both independently and together with the teacher is one of the motivating components for the student to master the discipline “Internal medicine”. There may be the following variants of interactive forms of learning: role play, work in small groups, case method, lesson-conference, creative tasks: thematic crosswords, quizzes; interactive video courses; methodology in the form “brainstorming”, “discussion”; research work), using different computer multimedia training programs, the department's website, electronic textbooks, online conferences, webinars and other high-tech tools. Of course, the model of distance learning introduced by higher education recently cannot replace traditional education, where the basic skills are formed in the field of practical improvement of the patient’s examination and treatment, but it can supplement it in the context of blended learning. In case of being properly applied and as a part of blended learning this model can really improve the interaction between a teacher and a student while preparing for the classroom lesson and during the student's independent work. In this case, the importance of independent theoretical training for a practical lesson becomes crucial with the growth of the motivational component in the conditions of organized interaction and control of academic performance making it possible to increase the volume of practical work with patients in the classroom. Conclusion. Using traditional, interactive and high-tech methods that complement each other in blended learning, the application of an integrated approach helps to improve the quality and effectiveness of education, expands the ability to form the experience of the student's creative and innovative activities which ultimately affects the future doctor’s competence

Keywords: internal medicine, interactive methods, high-tech methods, distance learning, blended learning

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