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.

Solving physical problems can be considered as a goal and method of teaching. Insufficient fundamental knowledge of medical university students will not allow them to meet modern requirements of medical science. The choice of physics tasks, the content of which is focused on the future profession, contributes to the formation of professional and general cultural competencies of a doctor and a pharmacist. It is reasonable to use such tasks in different types of classes: seminars, laboratory workshops, colloquiums. Motivation is increased by selecting tasks taking into account the future medical specialty and identifying interdisciplinary connections. The article provides examples of tasks in accordance with the goals set during the lesson.

Mathematics plays a basic role in the higher education program, revealing the principle of universality of approaches to the formation of a specialist, including a practicing physician. In the current century, the volumes of medical and biological information, processed diagnostic data, and vital status monitoring are already enormous and will continue to increase. Mathematical approaches determine the relationship between the generality and specificity of cases in professional activities, evidence, which is regulated by the rules of mathematical statistics, and the basic principles for recording biomedical signals and their analysis. Determining the level of competence of a future specialist and understanding of the mathematical methods used falls on the compilers of educational programs in mathematical disciplines for non-medical specialties.

The article compares approaches to teaching the topics “Surface Phenomena” and “Physical Principles of Different Types of Microscopy” to 1st year medical, pediatric, dental and pharmaceutical students.