Comparative Analysis of Reflective Teaching Practices in Medical English Education: Uzbekistan And International Experience
Abstract
Reflective teaching practice is increasingly recognised as essential in medical education, yet comparative evidence linking international frameworks with the Uzbekistan context remains limited. This systematic review compares reflective teaching practices in Medical English (ESP) education across leading international systems and Uzbekistan, identifying key gaps and proposing evidence-based recommendations. A systematic search was conducted across Scopus, ERIC, Google Scholar, and Uzbek national repositories covering publications from 2005 to 2024. Following PRISMA guidelines, 22 studies were selected from 124 initial records for final synthesis. A culturally adapted hybrid model combining international reflective frameworks with locally grounded pedagogical values is proposed as the most viable pathway forward.