Proceedings of the International scientific and practical conference ―Advances in Science and Humanity‖ (March 29-31, 2026) / Publisher website: www.naukainfo.com. – Vienna, Austria, 2026. - 176 p.

53 students must cover during a single class. In order to improve the quality of teaching of the discipline ―Children Infectious Diseases,‖ we consider it necessary to increase the number of credits to the levels that existed prior to the 2020–2021 academic year: for sixth-year students of specialty 222 ―Medicine,‖ to 2.5 credits (currently 2.0 credits), and for specialty 228 ―Pediatrics,‖ to 4.0 credits (currently 3.0 credits). The educational process at the Department of Children Infectious Diseases is conducted in accordance with methodological instructions for teachers and students, a point-based grading scale for theoretical knowledge and practical skills, adherence to time regulations, and the use of diagnostic and treatment protocols. During classes, bedside teaching provides students with direct visual exposure to patients relevant to the topic. Photographs, instructional videos demonstrating practical skills, clinical case discussions, and analyses of laboratory and clinical data from patients with infectious diseases are actively used. Through student surveys, teachers receive valuable information regarding aspects of teaching that are effective as well as those requiring improvement, particularly those most frequently mentioned by students. Special attention is paid to analyzing whether subjective evaluations are isolated and random or indicate a trend or systemic issue. Although feedback may occasionally be emotional, students are encouraged to provide constructive comments to enhance the effectiveness of the educational process. Negative feedback serves as a basis for discussion and joint decision-making. For this purpose, peer observation among teachers and continuing professional development courses aimed at improving pedagogical skills are conducted. Analysis of assessment results enables students to become familiar with their learning outcomes, fostering an atmosphere of trust among participants in the educational process and contributing to the improvement of teaching quality. REFERENCES: 1. Stebletskyi, A. L. (2020). Factors ensuring the quality of higher education.