Abstract:

Introduction:
Different modifications of project oriented teaching and learning are used in the educational process. It represents an important tool for active learning in the cognitive and social level and it is necessary to use it effectively.

Methodology:
Modified form of project oriented teaching and learning of medical biophysics is used at our faculty. Semestral project elaboration by student and its acceptance by teacher represents significant condition of successful completion of practical training.
Student identify the topic of semester project and work on it according to the timetable designated by teacher. Final stage involves both the presentation it in front of students´ auditorium followed by discussion and finally submission it in written form.
The aim of presented study is to specify basic principles of the science used in the teaching of preclinical and clinical subjects in order to support the creation of scientific and technological literacy necessary of medicine abslovents.

Results:
The content of 76 semester projects (acad. year 2017/2018) was done, the percentage of different biophysical topics (optics, bioenergetics, biomechnics, acoustics, biosignals, radioactivity, transport processes and modern methods in medicine) was analysed and compared with those in previous academic years. The highest percentage was found by biosignals (60,5%) and the others topics were represented in a lower percentage – radioactivity (10.5%) and transport processes (10.5%).
The spectrum of science applications in medical diagnostics and therapy and safety problems related to physical principles of medical equipment in medical practice were summarized.

Conclusions:
Results of our study correspond with our previous findings, weaknesses and importance of project teaching and learning were identified. There are problems by semestral projects processing by 1st year students. Their ability to elaborate semestral projects is not adequate and its presentation is often limited to reading the text only and students´ auditory is often not sufficiently prepared to discussion.
Sometimes students made copies of projects and the same topics are repeatedly presented without the knowledge promotion. This phenomenon is enhanced by new possibilities offered by internet, today.
Based on obtained results we have confirmed the relevance of project-based teaching and learning in medical biophysics. It facilitates cognitive and other key competencies developed by physically oriented teaching subjects, supports both individual and team study activities and improve study results. It represents an effective teaching tool that is positively evaluated by students and we believe that project teaching and learning can positively influence students´ attitudes to the science as inevitable component of medicine curriculum.

Acknowledgement:
Contribution was supported by GP KEGA Ministry of Education, Science, Research and Sport of the Slovak Republic № 003UK–4/2016.

References:
[1] BALAZSIOVA, Z. Level of elementary physical knowledge in health-care professionals may be the reason for innovative teaching of (Bio)physics. New Technologies in Science Education. Kraków : Pedagogical University of Kraków, 2014, p. 38-40.
[2] KRALOVA, E. Contentual analysis of semestral projects in medical biophysics. Research in Didactics of the Sciences. Kraków : Pedagogical University of Kraków, 2010, p. 211-213.

Keywords:

Medical biophysics, project-based teaching and learning, semester projects.