1, Ashurov Jasur Djurayevich 2, Iskandarov Ulug‘bek Erkin ogli

Introduction 
In recent years, scientific interest in the problems of interdisciplinary integration has increased significantly, as it 
contributes to the improvement of the scientific foundations of pedagogy
and determines the strategy for the 
development of education, which is designed to satisfy the need of society for highly qualified specialists who are 
able to realize their creative potential, both in their own interests and in the interests of society, who are able to 
adapt to rapidly changing conditions, who have an integrative style of thinking, who are critical of both their 
environment, as well as to ourselves.
The problem is also important for the practical activities of teachers; it is 
connected with the problem of structuring the content of education and determining the backbone links between 
them [1]. 
Methodology 
By integration in the pedagogical process, researchers understand one of the aspects of the development process 
associated with the unification of previously disparate parts into a whole. This process can take place both within 
the framework of an already established system, and within the framework of a new system.

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Journal of Pharmaceutical Negative Results ¦ Volume 13 ¦ Special Issue 9 ¦ 2022
7683
There is now a growing awareness that medicine depends on the availability of qualified professionals with the 
appropriate knowledge and skills in the field of nuclear medicine. Based on the modern concept, which is an 
interdisciplinary scientific direction and subject of teaching, nuclear medicine can be taught, conditionally divided 
into the following areas: radionuclide diagnostics and radionuclide therapy [2]. 
Nuclear Medicine -
it is one of the most promising and fastest growing areas of clinical medicine 
combining 
methods of diagnostics and treatment of diseases based on the use of radioactive isotopes and their compounds. 
The accuracy of studies using radioactive isotopes helps to detect various diseases at an early stage, as well as 
effectively fight them, thus contributing to the improvement of the level and quality of medical services [3]. 
For the effective use of radionuclide diagnostics and therapy, as well as for the development of this area, the 
training of highly qualified personnel is required.
in the field of nuclear physics, radiochemistry, organic chemistry, 
biophysics, biotechnology, toxicology, pharmacy, experimental and clinical nuclear medicine [4]. It is for this 
reason that an integrative approach to teaching nuclear medicine helps future specialists in this field to collect facts 
in a single chain in order to get a complete picture of the clinical situation and develop a holistic approach to the 
diagnosis or treatment of a particular patient [5, 6]. 
In the methods of integration of the above disciplines, it is necessary to take into account:
1. The organization of classes in the subject "Nuclear Medicine" provides for classroom, laboratory, practical and 
extracurricular forms. 
2. The formation of knowledge, skills and abilities of students according to the method of assimilation provides 
for: 
− explanatory-illustrative method; 
− problematic method; 
− reproductive method; 
− research method. 
3. To achieve the development of theoretical, practical and creative thinking in students, a productive method is 
used in combination with a reproductive method. When using this combination of methods, the teacher gives 
students examples of problem situations, finds and shows contradictions, then shows the sequence and logical 
solution. In addition, he invites students to independently solve a similar problem situation according to the 
specified algorithm [7-10]. This allows students to be taught the ability to see a problem situation (task) and find 
the best solution to get out of this situation and promotes their active participation in the classroom. They no longer 
receive ready-made knowledge, but must look for a way to solve a new problem, based on their own experience 
and skills. Another important point: the problematic situation makes students realize the lack of their knowledge, 
encourages them to seek new knowledge and skills. A search is one of the most important conditions for the 
development of creative thinking. Also, this structure of the lesson encourages students to learn. 
In this context, it is necessary to take into account some techniques corresponding to reproductive method of 
teaching: 
− set a task for students related to the presentation of known rules, definitions on the theoretical part of the topic 
in the process of solving problems; 
− ask students for a brief explanation of the progress of the task; 
− task for students to fill in diagrams, tables after the teacher; 
− organizing the assimilation by students of standard methods of action with the help of situational tasks; 
− task for students to give their own examples, obviously confirming the rule, property, etc.; 
− leading questions to students, prompting the actualization of knowledge and methods of action. 
The above integration theory has been implemented in practice at the Department of Nuclear Physics
National 
University of Uzbekistan.
Practical lesson in Nuclear medicine and technology on the topic “Radioactivity. The impact of ionizing radiation 
on the human body” was carried out integrated with other subjects of higher education. Radioactivity was 
considered biological effect of radiation external and internal irradiation of the body, exposure ionizing radiation 
per person. 
The purpose of studying the material is to familiarize with the nature of the occurrence of ionizing radiation and 
their effects on the human body; as well as changes occurring at the atomic or molecular level leading to 
carcinogenesis and mutagenesis, standards, regulating the permissible concentrations of radioactive substances in 
the atmospheric air, drinking water, food. 

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Journal of Pharmaceutical Negative Results ¦ Volume 13 ¦ Special Issue 9 ¦ 2022
7684
The study of the effect of ionizing radiation on the body allows us to consider the use of knowledge of atomic and 
nuclear physics in medicine, and for some concepts (for example, ionizing radiation, radiation energy, radiation) 
to establish a connection with biology (to carcinogenesis, mutation, mutagenesis). By revising direct and indirect 
effects of radiation relationships between nuclear medicine, chemistry, biophysics, radiochemistry, and 
biochemistry (free radicals, biochemical properties of cells), biology (bbiological half-life, effective half-life). 
As visual aids, it is recommended to use tables, figures, graphs, as well as various animated videos created using 
multimedia technologies and corresponding to the topics of lectures, practical and laboratory classes.
It should be 
noted that visualization techniques also contribute to the establishment of interdisciplinary connections and thus 
contribute to the assimilation of the integrated material by students.
When studying the materials of each of the topics, it is necessary to take into account the interdisciplinary 
connection of such disciplines as mathematics, general physics, biophysics,
nuclear physics, biology, 
radiochemistry, organic chemistry, biotechnology, pharmacy, experimental and clinical nuclear medicine. 
Approbation of this technique was carried out on students of parallel groups of the direction of medical physics of 
the National University of Uzbekistan. Two groups were selected as a pedagogical experiment. In the first group, 
classes were conducted using traditional methods, and in the second group, using an integrative approach and a 
productive method in combination with a reproductive method. 
In the process of applying the integrative approach in teaching nuclear medicine, we have established the positive 
impact of this approach on the motivation to study and master resources on the part of students, which contributes 
to the formation of skills to solve future professional problems based on physical knowledge. This is also indicated 
by the results of our survey among students after the end of classes. The essence of the survey was to find out the 
opinions of students about the lesson of an integrated nature. Participated in the survey
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students and all of them 
gave a positive assessment.