Keyword: «project-based learning»

The relevance of the study is driven by the necessity to fill the gap between the theoretical training of biomedical engineers and the practical demands of modern digital medicine. The rapid development of such fields as computed tomography, 3D visualization and additive manufacturing, along with a specific demand from the medical industry for specialists capable of executing the full cycle of creating personalized biomedical models, make it critical for students to develop comprehensive skills in medical data processing, algorithmization, and three-dimensional modeling. The implementation of interdisciplinary projects that simulate end-to-end technological processes is considered an effective pedagogical tool for developing these practice-oriented competences within engineering education. The aim of this work is to substantiate and empirically test the pedagogical effectiveness of the project-based learning method for the development of interdisciplinary professional competences in technical fields among graduate students, using the development of a digital 3D model of a biomedical object as a case study. Through the example of an end-to-end project involving the creation of a 3D model of a dental cast based on computed tomography data, the authors analyze how such practice allows for the integration of knowledge from medical imaging, algorithm development, mathematical modeling, and digital manufacturing. This approach develops in students the complex skills required to solve real problems at the intersection of engineering and medicine. The pedagogical effectiveness of the proposed methodology has been recognized and empirically confirmed. The course implementation demonstrated that the project-based approach not only facilitated the acquisition of subject-specific knowledge but also promoted the targeted development of key interdisciplinary competences among graduate students: algorithmic thinking, skills in working with medical data, spatial modeling, and an understanding of integrated engineering processes. The theoretical significance of the work lies in the concretization of Project-Based Learning (PBL) principles in the field of biotechnical systems, thereby contributing to the pedagogy of engineering education, particularly in integrating mathematical modeling, medical data processing and digital manufacturing into a unified educational framework. Practical significance is confirmed by the successful implementation of the project, during which students mastered the full development cycle: processing DICOM images, synthesizing a 3D reconstruction algorithm, and exporting to STL format for 3D printing. The developed methodology can be replicated for training specialists at the intersection of engineering and medicine.