International Journal of Pedagogics
352
https://theusajournals.com/index.php/ijp
VOLUME
Vol.05 Issue06 2025
PAGE NO.
352-355
10.37547/ijp/Volume05Issue06-92
Medical Pedagogical Characteristics of Interactive Teaching
Methods in The Instruction and Classification of Pediatric
Disciplines
Normatov Jasur Javli o‘g‘li
Researcher, Tashkent University of Chemistry, Uzbekistan
Received:
27 April 2025;
Accepted:
23 May 2025;
Published:
25 June 2025
Abstract:
The process of evaluating students' complete development of medical clinical abilities should be
conducted continuously, free from dynamic stress, as part of their mastery of the course material. There is a lot
of discussion on how to design and create clinical educational technology for pediatric education. The article
discusses the importance of using contemporary, cutting-edge teaching techniques to help students learn
pediatrics skills, as well as the use of phantoms and anatomical dummies to help students learn practical skills
more effectively and build their professional competence. It also discusses the duties of both medical educators
and students in learning pediatric clinical sciences.
Keywords:
Medical educational material, learning process, continuing medical education, assessment, medical
clinical skills, dynamic stress, pediatrics, medical didactics, clinical educational technology design and
development methods, pediatrics, learning, modern innovative teaching methods.
Introduction:
In the medical education system of the
Republic of Uzbekistan, teaching pediatric disciplines
and enhancing their medical pedagogical proficiency to
meet state requirements and international educational
standards remain one of the pressing issues of the
reform era. The Decrees of the President of the
Republic of Uzbekistan, including PF-4947 dated
February 7, 2017, “On the Strategy of Actions for
Further Development of the Republic of Uzbekistan,”
PF-
5789 dated August 27, 2019, “On the
Implementation of a Continuous Professional
Development System for Higher Education Institution
Leaders and Pedag
ogical Staff,” PF
-5847 dated October
8, 2019, “On the Approval of the Concept for the
Development of the Higher Education System of the
Republic of Uzbekistan until 2030,” and Resolution PQ
-
4623 dated February 27, 2020, “On Measures for the
Further Develop
ment of Pedagogical Education,” as
well as resolutions of the Cabinet of Ministers of the
Republic of Uzbekistan, such as No. 25 dated February
16, 2006, “On Further Improvement of the System for
Retraining
and
Professional
Development
of
Pedagogical Perso
nnel,” and No. 278 dated September
26, 2012, “On Measures to Further Improve the System
for Retraining and Professional Development of
Pedagogical
Personnel
in
Higher
Education
Institutions,” outline priority tasks for aligning the
medical education system with state requirements.
LITERATURE REVIEW
Scientific research conducted by medical scholars in the
Republic aims to implement scientifically grounded
modern pedagogical technologies and active methods
into the educational process. Efforts are being made to
enhance students' cognitive activity in the teaching of
various disciplines. Researchers such as L.A.
Abdutakhmonova,
M.A.
Shodmonov,
B.
Turdikhodjayeva,
U.A.
Toshkenbayeva,
Sh.A.
Boymuratov, and others have contributed to this field.
However, despite these advancements, the medical
education system still lacks sufficient attention to
activating students’ cognitive learning activities.
Teaching technologies and assessment systems do not
adequately foster students’ creative abilities, and there
is insufficient focus on the widespread use of active
learning methods. Additionally, stimulating the
learning process remains a challenge in medical
education.
International Journal of Pedagogics
353
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International Journal of Pedagogics (ISSN: 2771-2281)
When discussing the concept of "method" in the
education system, it refers to the most precise and
direct approach predetermined to achieve a specific
educational goal. A teaching method is a way to
regulate the activities of both the medical educator and
students. Active learning methods encourage students'
engagement by promoting free exchange of ideas.
Interactive learning, in particular, is a conversational
form of education where the interaction between the
teacher, students, and other educational tools plays a
crucial role.
The term "method" originates from the Greek word
metodos, meaning a way to achieve something. It
defined as a system of practical or theoretical
processes aimed at solving a specific task and
assimilating reality. In medical pedagogical practice,
the term "active forms and methods of education" has
long been used, referring to a group of pedagogical
technologies that ensure a high level of student
engagement.
METHODOLOGY
Teaching methods classified into four groups based on
students' learning activities.
Group I Teaching Methods
These methods focus on receptive learning activities,
enabling students to assimilate knowledge at a primary
level. They include lectures, storytelling, explanations,
instructions, demonstrations, visual aids, and video
methods. In the first group of teaching methods, the
first level of activity achieved. Students reviewing
previously learned material, recalling it from memory,
and performing tasks under direct guidance from the
teacher, characterize this. They follow instructions or
replicate tasks based on provided models. Since
students recall theoretical material and solve practical
problems based on given examples, their actions
primarily serve memory reinforcement. Such memory-
based learning tasks require students to demonstrate
activity at the level of simple recollection. When
students perform tasks based on a given model, their
level of activity is restricted within a predefined
framework.
In
lessons
where
explanation,
demonstration, and active methods utilized, this first
level of activity is typically attained. At this stage, the
teacher conveys a large volume of educational
information in a minimal amount of time, ensuring that
students process, comprehend, and store it in memory.
Students receive, understand, and store information
but do not necessarily reproduce it accurately and
consciously.
Lecture
. A lecture is a monologic presentation by a
medical educator, delivering a specific volume of
educational material within a set timeframe. Its
primary function is to impart knowledge.
•
Characteristics of a lecture:
•
Structured format
•
Logical and verbal presentation
•
The lecturer prepares a detailed plan
•
The objectives, tasks, and structure of the
lecture are explained to students
•
After covering each section, the lecturer
summarizes key points
•
Logical transitions between different parts
of the lecture are ensured
•
Important information for note-taking is
highlighted
•
Lectures complemented by seminars and
practical sessions, where specific aspects of the lecture
material explored in detail.
Storytelling is a monologic narration by the teacher
about an event, phenomenon, or fact. It is typically
used to clarify theoretical concepts and spark students'
interest in the subject matter.
RESULT
Explanation
–
Presenting educational material through
written analysis, interpretation, and proof on a
classroom board.
Instructional Guidance
–
A widely used independent
method in professional training that explains the
execution of specific tasks and their practical
application. It consists of three stages:
1. Introductory Guidance
–
Explanation of tasks,
methods, and safety precautions.
2. Ongoing Supervision
–
Assisting struggling students
and ensuring independent task completion.
3. Final Evaluation
–
Assessing individual and group
work, identifying mistakes, and providing feedback.
Demonstration
–
Introducing students to objects and
processes in a visual and interactive manner. Effective
demonstrations require selecting appropriate objects,
engaging multiple senses, and allowing students to
assess key characteristics.
Visual Aids
–
Includes diagrams, charts, pictures, maps,
and models. The main goal is to enhance learning
through visual representation. Video Method
–
Using
projectors, computers, or educational television to
present information visually.
Group II Teaching Methods
•
These methods enhance retention and
require a deeper understanding of the subject. They
include:
International Journal of Pedagogics
354
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International Journal of Pedagogics (ISSN: 2771-2281)
•
Working with Books
–
Developing
comprehension and analytical skills through structured
reading, note taking, and summarizing.
•
Experimental Method
–
Conducting
laboratory experiments under instructor supervision to
acquire new knowledge and practical skills.
•
Exercises
–
Repeatedly
performing
planned activities to reinforce skills and competencies,
categorized as special, written, oral, and industrial
exercises.
•
Each method plays a vital role in fostering
independent thinking, problem solving, and skill
development in medical education.
CONCLUSION
In conclusion, all question papers circulate in a round-
table format. At the end of the session, all papers
collected, reviewed, and evaluated. The structure of
the “Round Table Discussion” method consists of:
Introducing the conditions for conducting the
discussion.
Distributing question papers and "Answer Sheets."
Writing questions on the provided papers.
Passing the question paper to the next student.
Evaluating and discussing responses.
Stages of the “Round Table Discussion” Method
1. The session topic announced.
2. The medical educator explains the procedure to
students.
3. Each student receives a question paper and as many
"Answer Sheets" as the number of students in the
group. A specific time allocated for writing answers.
4. Students write their names on the question paper
and answer sheets. They formulate a question related
to the topic and place their response inside the
question paper.
5. The question paper passed to the next student in a
circular order. Each student writes his or her answer on
a separate answer sheet, places it inside the question
paper, and passes it along.
This method allows students to express their thoughts
concisely and clearly on a given topic. Additionally, it
provides an opportunity for students to assess each
other's responses and enables the medical educator to
objectively evaluate their performance.
•
Advantages of the “Round Table
Discussion” Method
•
Enhances retention of learned material.
•
Ensures participation from all students.
•
Disad
vantages of the “Round Table
Discussion” Method
•
The instructor must possess advanced
critical thinking skills.
•
The topic must be engaging and suitable
for the students’ knowledge level.
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