MODERN TECHNOLOGIES, FORMS, AND METHODS OF TEACHING MEDICO PREVENTIVE ORIENTED ACADEMIC DISCIPLINES
- Authors
-
-
Mirdadyeva Dilfuza Davlatovna
2nd Issue Department of Public Health and Healthcare Management Tashkent State Medical University
Author
-
- Keywords:
- Medical education; preventive medicine; teaching technologies; instructional methods; competency-based learning; digital education.
- Abstract
-
The modernization of medical education requires the implementation of advanced pedagogical approaches that ensure the effective formation of preventive competencies among future healthcare professionals. This study aims to analyze modern technologies, instructional forms, and teaching methods applied in the delivery of medico-preventive oriented academic disciplines. The analysis is based on contemporary educational models integrating digital technologies, interactive learning formats, and competency-based approaches in medical and public health education. Particular attention is given to the role of simulation technologies, problem-based learning, blended and distance education, and digital educational platforms in enhancing student engagement and professional readiness. The findings indicate that the integration of innovative teaching technologies with traditional instructional methods significantly improves knowledge retention, critical thinking skills, and practical competence in preventive medicine. Furthermore, the use of interdisciplinary and practice-oriented teaching formats supports the development of analytical and decision-making abilities essential for medico-preventive activities. The results emphasize that modern educational technologies and methods are key drivers in improving the quality of training in medico-preventive disciplines and contribute to the alignment of medical education with current public health challenges.
- References
-
1.
World Health Organization. (2021). Transforming and scaling up health professionals’ education and training. WHO Press.
2.
Frenk, J., Chen, L., Bhutta, Z. A., et al. (2010). Health professionals for a new century: Transforming education to strengthen health systems. The Lancet, 376(9756), 1923–1958. https://doi.org/10.1016/S0140-6736(10)61854-5
3.
Cook, D. A., & Steinert, Y. (2013). Online learning for faculty development: A review of the literature. Medical Teacher, 35(11), 930–937. https://doi.org/10.3109/0142159X.2013.827328
4.
Harden, R. M. (2007). Outcome-based education: The future is today. Medical Teacher, 29(7), 625–629. https://doi.org/10.1080/01421590701729930
5.
Issenberg, S. B., McGaghie, W. C., Petrusa, E. R., et al. (2005). Features and uses of high-fidelity medical simulations. Medical Teacher, 27(1), 10–28. https://doi.org/10.1080/01421590500046924
6.
Ruiz, J. G., Mintzer, M. J., & Leipzig, R. M. (2006). The impact of e-learning in medical education. Academic Medicine, 81(3), 207–212. https://doi.org/10.1097/00001888-200603000-00002
7.
Ташпулатова, Ф. К., Садыков, А. С., & Галиуллин, Т. И. (2017). МЕДИКО-СОЦИАЛЬНЫЕ АСПЕКТЫ ТУБЕРКУЛЕЗА ЛЕГКИХ И ВИЧ. Фтизиатрия и пульмонология, (2), 136-136.
8.
Bekembayeva, G. S., & Tashpulatova, F. K. (2021). PROGNOSIS OF RESISTANT TUBERCULOSIS COURSE AMONG CHILDREN AND TEENAGERS. Новый день в медицине, (1), 48-51.
- Downloads
- Published
- 2026-02-11
- Issue
- Vol. 2 No. 2 (2026)
- Section
- Articles
- License
-
This work is licensed under a Creative Commons Attribution 4.0 International License.
