UDC 372.853
The article examines physics as a universal scientific language that shapes different models of professional thinking among students of engineering and medical specialties. Using the classical problem of motion on an inclined plane as an example, it is shown how a single physical model leads to different analytical approaches: a precise design-calculation approach in engineering and a qualitative-diagnostic one in medicine. The article emphasizes the significance of interdisciplinarity for training future specialists and proposes an integrated model of physics education that combines engineering precision with clinical contextuality. The work demonstrates the necessity of profound physics education for future physicians and substantiates its role as a component of professional competence.
physics, engineering and medical education, interdisciplinarity, students
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