Methodology of Interdisciplinary Integration of Physics Laboratory Classes for The Development of Professional Competencies of Medical Engineers

Abstract

This article develops the methodological foundations for organizing physics laboratory classes in the training of medical engineers not as an isolated theoretical and practical component, but as an integrative educational environment closely connected with biomechanics, bioelectricity, medical instrumentation, clinical diagnostics, informational signal analysis, radiation safety, and engineering design. The main idea of the study is that, for a medical engineer, physics is not merely a fundamental supporting discipline, but a methodological basis that explains the relationship between the operating principle of a medical device, measurement accuracy, the physical nature of signals, the mechanisms of interaction with biological media, technical safety, and clinical interpretation. Therefore, the article substantiates the necessity of designing laboratory classes on the basis of the chain “physical phenomenon – measurement method – medical device – clinical task – engineering solution,” developing students’ experimental, analytical, communicative, and design-related competencies within a unified system, and transferring physics laboratory work into a real clinical and technological context. As a result, the target-oriented, content-based, procedural, and assessment components of an integrative laboratory methodology appropriate for biomedical engineering programs were developed.