This article provides an analytical review, based on scientific sources, of modern pedagogical technologies that serve to form the clinical thinking of medical school students in the process of teaching surgery. 

The article reviews the theoretical essence of educational technologies used in surgical science. The impact of approaches on clinical thinking is analyzed in terms of hypothesis generation, symptom grouping, differential analysis, decision-making development, and the formation of a logical diagnostic chain in the student.

Based on international medical education practice and theoretical research, the high intellectual load of surgical science is assessed as a key factor in the formation of clinical thinking. The article shows that modern pedagogical approaches to teaching surgery create an important theoretical basis and didactic opportunity for the development of clinical thinking qualities of students in medical colleges.

surgical education, clinical thinking, hypothesis generation, symptom grouping, differential diagnosis, diagnostic chain, clinical decision making, modern pedagogical technologies, Case-Based Learning (CBL), Problem-Based Learning (PBL), simulation training, medical school students.

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