DEVELOPMENT OF PROFESSIONAL SKILLS OF MEDICAL EDUCATION STUDENTS BASED ON INTENSITY

Аннотация

В данной статье рассматриваются вопросы развития профессиональных навыков студентов медицинского образования на основе интенсивности. Раскрыто значение симуляционных методов, практических занятий и рефлексивного подхода в формировании клинических навыков. Также проанализировано, как применение интенсивных учебных программ на основе компетентностного подхода в современном медицинском образовании способствует развитию профессионального потенциала студентов. Ключевые слова:интенсивность, корпоральный метод,симуляция,практическое занятие, клиническийслучай,диагностика,лечение. INTRODUCTION. Currently, the medical field is developing rapidly. This requires the training of highly qualified specialists with modern clinical skills from the medical education system. Since traditional teaching methods do not fully meet this requirement, intensive and practice-oriented approaches are being widely implemented. Especially in the development of professional skills, the organization of educational processes in a simulation and real clinical environment based onintensivetraining has become an urgent issue. METHODS. In modern medical education, the process of forming clinical and professional skills is widely studied. The World Health Organization (WHO, 2013) in its recommendations considers an intensive, experience-based, and competency-based approach to the training of specialists in the field of healthcare a priority. As noted by Harden and Laidlaw (2020), in modern medical pedagogy, learning based on active student participation and reflection ensures effectiveassimilation. According to a systematic analysis conducted by Issenberg et al. (2005), high-fidelity https://ijmri.de/index.php/jmsi volume 4,issue5,2025 1097 simulations are an important tool for improving clinical preparedness. Through these methods, the student practices making independent decisions in conditions close to real clinical situations. Ten Cate (2017) substantiates that by introducing a competency-based approach to medical education, a student becomes a mature specialist not only theoretically, but also practically. Through reflexive learning and feedback methods, students develop independent thinking, self- esteem, and a desire forprofessional growth (Yardley et al., 2012). Strategicdocuments (2021) adopted bythe MinistryofHealth oftheRepublic ofUzbekistan also support the widespread introduction of intensive practical training and simulation technologies in medical education. In conclusion, the analysis of the literature shows that intensive training, simulation methods, and a competency-based approach have high effectiveness in the formation of professional skills in medical education. Type of research:This research approach is mixed methods,which includes bothqualitativeand quantitativedata. Participants:80 medical students studying in stages 3-5 participated in the study. Participants were selected from among students regularly attending clinical practice classes. Data collection methods:Questionnaire (questionnaires): Questions based on the Likert scale were compiled toassess students' knowledge and skills. Interviews: Students' opinions on intensive lessons and simulation sessions were studied through open-ended questions. Observation: Student activitywas observed and evaluated during thesimulationpractice. Experimental approach: Students were divided into two groups, one group was trained by the intensivemethod, theotherbythetraditional method, and theresults were compared. Analysis methods:Statistical analysis: the results obtained from the questionnaires using SPSS or Excel were analyzed in percentages and average values. Contentanalysis: Responses from interviews were analyzed bytopic. Comparative analysis: The difference between the results of the group trained using the intensive methodand thetraditional method was assessed. RESULTS. Main part: 1.Theessence ofthe intensivelearning model Intensive learning is a pedagogical approach aimed at the deep assimilation of students' knowledge, skills,and abilities ina short period oftime. In thismodel: thetraining load isdistributed optimally; maximumactivity andparticipation ofstudents is ensured; Real clinical cases are modeled. 2.Useofsimulation methods Clinical simulation ensures the application of the student's theoretical knowledge in practical situations in medical education. Using simulators, the student reinforces the following skills: assessment and examination ofthepatient; identifying problems and making decisions; teamwork skills; toact correctly in urgent situations 3.Competency-based approach Modern medical education is based on a competency-based model. In this model, the following competencies are prioritized: communicativeness; clinical thinking; independent decision-making; ethical and regulatory knowledge; Lifelong learning 4.Reflective learning and feedback Through the reflexive approach, students analyze their practices and identify their weaknesses andstrengths. And constr