The review article examines the structure and content of the main discipline “Physics, Mathematics” taught to dental students in the first year of a medical university. The purpose of the discipline is to form basic theoretical and practical knowledge about the physical properties, processes and phenomena used in dentistry. The course program is designed to meet the needs of dental practice and is coordinated with professionals in the field. The classes are designed in such a way that students can study theoretical material in depth, consider dental examples and acquire practical skills when performing laboratory work. Special attention is paid to students’ independent work and the control of the assimilation of the material. Teaching physics for dentists is key to successfully mastering modern physics technologies and methods used in dentistry.

The article briefly discusses the structure and content of the physics course for teaching 1st year students of the pharmaceutical department. Educational technologies and features of teaching, laboratory work and student monitoring are considered. The article also reflects some interdisciplinary connections, the connection with the State Pharmacopoeia, which show the need to understand physical laws and principles for future pharmacists.

The article discusses the issues of teaching physical and mathematical disciplines in medical universities of the Russian Federation to students of different specialties: general medicine, pediatrics, dentistry and pharmacy. The main problems and ways to improve the quality of education, differences and similarities of discipline in the curricula are discussed.

The article discusses the issues of teaching physical and mathematical disciplines in medical universities of the Russian Federation. The main problems and prospects of these disciplines in the structure of modern higher medical education are discussed. The experience of the Department of Physics and Mathematics of the Pirogov Russian National Research Medical University in improving the educational process is presented.

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Currently, the number of foreign students at Russian universities is increasing. Some of them have been studying in Russian since the first year. At the preparatory department of the Pirogov Russian National Research Medical University, students study Russian, physics, chemistry, biology. At the physics department, students not only repeat the school physics course, but also form a scientific style of Russian speech. Learning without the use of an intermediary language stimulates the development of communication. While studying at the preparatory department, students gradually move from physical terms to scientific formulations. The article discusses some methodological techniques for teaching physics in Russian to foreign students of the preparatory department.

The article explores the origins and legitimacy of using bilingualism in education. It discusses the main aspects of bilingual education for foreign students, the didactic conditions necessary for effective bilingual education, and presents a didactic model and algorithm for teaching foreign students.

The article provides an overview of the main characteristics of distance learning, discusses its main features and forms (synchronous, asynchronous, mixed), advantages and disadvantages, the roles of the student and teacher in it, possible technical difficulties in its implementation. The approach to the application of distance learning at the Pirogov Russian National Research Medical University is described. The RNIMU distance learning system, its tasks, the types of virtual objects used in teaching students physics and mathematics, and ways to monitor their knowledge are examined in detail. It is concluded that the use of distance learning using professionally developed additional educational materials available to students remotely can be useful as part of students’ independent work when studying physics and mathematics and increasing their motivation to learn.