Modern approaches to teaching students in the pediatric faculty: problem-based and independent work using simulation technologies

The aim of this study is to evaluate the effectiveness of task-based and self-directed learning among students in the Department of Pediatrics, using simulation technologies, in the development of practical skills and clinical reasoning. The study included 120 fourth- and fifth-year students from the Faculty of Pediatrics at Tashkent State Medical University. The participants were divided into a main group (n = 60), which was trained using a task-oriented and self-directed learning model incorporating simulation technologies, and a comparison group (n = 60), which was trained using traditional methods. The results showed that a high level of practical skill development, as assessed by the OSCE, was observed in 86.7% of students in the experimental group, which was significantly higher than the corresponding figure in the control group—61.7% (p < 0.05). The mean total score for performing a pediatric examination was 84.3 ± 6.2 points in the main group and 72.5 ± 7.1 points in the comparison group (p < 0.01). The number of errors in assessing vital signs was significantly lower in the main group (0.9 ± 0.3) compared with the comparison group (1.6 ± 0.4; p < 0.05). In addition, the proportion of students demonstrating confidence and logical consistency in their clinical decisions was 81.7% in the main group versus 58.3% in the comparison group (p < 0.05). The results obtained demonstrate the high effectiveness of task-oriented and independent learning using simulation technologies. This educational model contributes to improving students’ practical training, developing clinical reasoning, and reducing the number of diagnostic errors, thereby enhancing the readiness of future pediatricians for professional practice.

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