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The article considers the features of study of the disciplines of the natural and mathematical cycle in pandemic conditions. The realities of today have led to a mass transition of participants of the educational process to distance learning which has certain positive features and shortcomings., {"references":["Наказ МОН України «Про затвердження Положення про дистанційне навчання». URL: https://zakon.rada.gov.ua/laws/show/z0703-13#Text","Закон України «Про повну загальну середню освіту». URL: https://zakon.rada.gov.ua/laws/show/463-20#n984","Пилаєва Т. Історія розвитку дистанційної освіти в світі // Наукові записки Кіровоградського державного педагогічного університету імені Володимира Винниченка. Сер.: Педагогічні науки. 2016. 147. С. 114–118.","Гаврілова Л. Г., Катасонова Ю. І. Теоретичні аспекти впровадження дистанційного навчання в Україні // Освітологічний дискурс. 2017. 1-2 (16-17). С. 168–182.","Триндаде А. Р. Информационные и коммуникационные технологии и развитие человеческих ресурсов // Дистанционное образование. 2000. 2. С. 5–9.","Полат Е. С. Теория и практика дистанционного обучения. М.: Академия. 2004. 416 с.","Методичні рекомендації щодо організації дистанційного навчання. URL: https://mon.gov.ua/storage/app/media/zagalna%20serednya/metodichni%20recomendazii/2020/metodichni%20recomendazii-dustanciyna%20 osvita-2020.pdf","Хоменко К. П., Хоменко О. В., Логвиненко Д. Т. Вивчення природничих дисциплін в умовах карантину // Мат. Х науково-методичної конференції «Шляхи вдосконалення позааудиторної роботи студентів» (14–15 травня 2020 р). Суми: СумДУ. 2020. С. 57–58."]}

The purpose of the article is to compare the place of biological physics in the curricula of higher medical institutions in Poland and Ukraine. Continuing our research, we focus on a more detailed analysis of the curricula of the Medical University of Lublin and the Medical Institute of Sumy State University. The article analyzes the curricula for the last five academic years, as well as work programs in biological physics. In Ukraine, curricula for the training of specialists in the qualification of physician in higher education are approved by the Minister of Health Protection. Study in Ukrainian universities of medical direction is determined by the industry standard of higher medical education, which is an industry normative document and defines the normative content of training, sets requirements for the content, volume and level of educational and professional training of a specialist of a particular educational and qualification level of a particular specialty. At the same time, the Standards of Education in Poland, approved by the Ministry of Science and Higher Education, determine general training issues, including hours of study and ECTS points, content of disciplines. In the higher educational establishments of Poland and Ukraine, we observe a different correlation between the theoretical and practical components of the discipline, that is, Polish medical universities pay more attention to the practical component. In recent academic years, classroom workload has been reduced for students in both Poland and Ukraine. Comparative analysis of work programs in biological physics also demonstrates the greater practical orientation of training in Polish higher educational establishments.