0Tashkent Medical Academy Integration of Science, Education and Practice in Modern Psychology,
Pedagogy: a Problem and Solutions
Toshkent tibbiyot akademiyasi Zamonaviy psixologiya, pedagogikada fan, ta'lim va amaliyot integratsiyasi:
muammo va yechimlar
INTEGRATIVE APPROACH IS A KEY IN TEACHING PROFESSIONAL COMPETENCE TO MEDICAL STUDENTS
Tashxodjayeva Patima Bokiyevna
Senior teacher, department of Psychology, pedagogics and languages,
Tashkent Medical Academy E- mail: fatimatashxodjayeva@gmail.com
ANNOTATION
The article describes the training of future doctors in medical institutions through an integrative approach to teaching aimed at the comprehensive improvement of reading, writing, listening and speaking skills in English.
Keywords: integrative approach, medical students, professional competence, writing, reading, listening, speaking.
АННОТАЦИЯ
В статье описана подготовка будущих врачей в медицинских учреждениях посредством интегративного подхода к обучению, направленного на комплексное совершенствование навыков чтения, письма, аудирования и разговорной речи на английском языке.
Ключевые слова: интегративный подход, студенты-медики, профессиональная компетентность, письмо, чтение, аудирование, говорение.
ANNOTATSIYA
Maqolada tibbiyot muassasalarida bo'lajak shifokorlarni ingliz tilida o'qish, yozish, tinglash va so'zlashish ko'nikmalarini har tomonlama takomillashtirishga yo'naltirilgan o'qitishga integral yondashuv orqali tayyorlash yoritib berilgan.
Kalit so'zlar: integrativ yondashuv, tibbiyot talabalari, kasbiy kompetentsiya, yozish, o'qish, tinglash, gapirish.
INTRODUCTION
There are many innovations and trends in medical education that have been undertaken globally which include self-directed learning, problem-based learning, integrated teaching, and community orientation. Various integrated medical curricula have been adopted by many medical schools all over the world to ensure holistic approach rather than a fragmented one which in turn encourages meaningful learning
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in medical education. Implementation of an integrated curriculum in its true sense is really not easy and appears to be a Himalayan task. [1] The students trained with such integrated curriculum, make a more accurate diagnosis than did students trained in a conventional curriculum. [2].Tashkent Medical Academy has stressed upon need-based curriculum that should stimulate student's interest and inculcate drive to learn more.
In recent years, serious attention has been paid to medical education and the scientific potential of personnel in our country. The issue of perfect knowledge of English by medical staff and students is also relevant. In this regard, this study is aimed at the improving the teaching methods of students of medical universities in English by an integrated approach such as reading, writing, speaking, listening (comprehension skills).
Observations show that the development of speaking skills is one of the key issues in international English language teaching methods and its implementation is increasingly dependent on the quality of teaching assignments.
Modern methods and techniques of teaching foreign languages It sounds like the competency-based approach to teaching English in Uzbekistan is focused on developing linguistic competencies that lead to the development of verbal skills. Drawing on international experience and specific language learning requirements, students are encouraged to develop listening, speaking, reading, and writing skills. Given that medical university students already possess certain speaking skills and competencies as language carriers, incorporating this approach more creatively in English teaching could be beneficial. By tailoring the methodology to build on students' existing skills and competencies, educators can enhance their language learning experience and proficiency.
It is clear that the focus on developing specific language skills that medical students already possess as language carriers is crucial in English language teaching. For future English and literature teachers, the ability to understand, speak, read, and write in English is essential. Enhancing their proficiency in these areas through improved learning assignments is a key to achieving this goal.
To address this important task, it is necessary to improve the linguodidactic basis for developing English language assignments in English philological education. This involves creating assignments that challenge students to understand spoken English, speak fluently and coherently, comprehend written texts, and write accurately and meaningfully. By designing engaging and relevant assignments that target these skills, educators can effectively support the development of English
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language competencies among medical students who are already proficient in the language.
The statement highlights the importance of professionalism in medicine, which encompasses various aspects such as communication, knowledge, technical skills, clinical thinking, emotions, values, and reflection. Competency-based education has played a significant role in outlining the essential professional competencies that medical students should possess upon graduation [3]. However, there is a recognized gap in addressing certain aspects of professional behavior, including attitudes, humanity, personal values, responsibility, reasoning, and response to unforeseen events [3, 4].
Subjects and Methods
That sounds like a valuable and important study. By focusing on the development of professional competencies early on in medical education, students can better prepare themselves for the challenges they will face in their future careers. Identifying the most important competencies and incorporating them into the curriculum can help ensure that medical students are well-rounded and capable professionals.
Dividing participants into main and control groups allows for a comparison to be made between the impact of the integrated teaching approach on different faculties. It's important to ensure that both groups have access to relevant materials and resources to support their learning.
Forming a main group of 1st-year students from treatment, medical pedagogical and medical prophylactic faculties will allow you to implement the integrated teaching approach and assess its effectiveness on these students. The control group consisting of students from pharmacy, management, and medical biology directions will provide a comparison group to evaluate the impact of the intervention.
Finalizing the learning objectives and content for the topics "Hospital admission" and "Accidents and emergencies" is a crucial step in ensuring that the integrated teaching approach is focused and relevant to the students' learning needs.
Using a variety of evaluation methods, such as pre- and post-tests, feedback questionnaires for students and faculty, and focus group discussions/interviews, provides a comprehensive way to assess the impact of the integrated teaching approach. Training persons in qualitative research to conduct these evaluations ensures that the data collected is reliable and valid.
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Dividing all students (160) into two groups for the study will allow for a comparison between the outcomes of the integrated teaching approach and the traditional teaching approach. This design will help determine the effectiveness of the integrated teaching method in improving student learning outcomes and faculty satisfaction.
Control group has received traditional teaching method by curriculum. Intervention group has been given integrated teaching. After completion of "Hospital admission" crossover of groups was done and then second topic and "Accidents and emergencies" was covered in a similar manner. Pre- and post-test were taken. Feedback forms were filled by students and faculties to know their perception. Of these, 160 students gave pre- and post-test both. One hundred and ten students had filled feedback analysis. Both the groups (integrated and traditional teaching) had shown a significant improvement in posttest scores. Conclusion
Integrated teaching learning sessions are well appreciated by students and faculties. Coordination between various departments was excellent. Adaptation of newer student-centered teaching learning strategies is need of time to increase critical reasoning skills of medical students.
REFERENCES
1. Deepak KK. Integrated teaching: A less trodden path. Indian J Physiol Pharmacol 2014;58: 189-91.
2. Schmidt HG, Machiels-Bongaerts M, Hermans H, ten Cate TJ, Venekamp R, Boshuizen HP. The development of diagnostic competence: Comparison of a problem-based, an integrated, and a conventional medical curriculum. Acad Med 1996; 71:658-64.
3. Leung, 2002; Frank et al., 2010; Hawkins et al., 2015
4. Medicine 2. (Sam McCarter. Oxford English for careers).Oxford university press.2014
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