The article discusses active learning methods and presents the results of the comparative effectiveness of teaching methods among medical students. Active teaching methods improve the quality of training of medical graduates and their competitiveness. The article provides a deep comparative analysis of Team-based learning (TBL) assessment methods in the discipline Endocrine System Pathology (PES), the indicators of which are generally better compared to assessments of Cardiovascular System Pathology (CVSS), where the Case-based learning method is used. (CBL). After conducting classes with the TBL method, with a summative assessment, the stability of knowledge is higher compared with the CBL method. According to the results of the feedback, conducting classes using TBL increases motivation and contributes to a more in-depth independent study of the discipline.

active methods, knowledge, skills, motivation, feedback, medical education