DIDACTIC EVOLUTION IN HYGIENE EDUCATION: THE TRANSITION FROM TRADITIONAL REPRODUCTION TO MENTORING STRATEGY

This article presents a comparative analysis of the traditional reproductive approach and mentoring strategy in teaching the discipline of Hygiene to 3rd-year medical academy students. The research was conducted during the 2024-2025 academic year involving a total of 120 students (60 in the control group and 60 in the experimental group). The results demonstrate that within the framework of didactic evolution, a mentoring approach based on the "master-apprentice" system, combined with situational problem-solving and cognitive support (scaffolding), significantly improves students' analytical thinking and academic performance compared to the traditional factual-reproductive lecture-practical method.