Empirical Study of Pedagogical Conditions for Developing Students’ Reflexive Competence in the Educational Process of Medical University Students

This study examines the pedagogical conditions necessary for developing reflexive culture among medical university students through experimental methodology. The research involved 60 medical students from Fergana Public Health Medical Institute divided into control and experimental groups over two academic years 2024–2025. Results demonstrate that implementing specific pedagogical conditions – structured reflective practice, mentoring systems, portfolio assessment, and simulation-based learning – significantly enhances students’ reflexive culture. Statistical analysis revealed substantial differences between groups, confirming the effectiveness of the proposed pedagogical model. The findings provide empirically validated strategies for cultivating reflective practitioners in healthcare settings.

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