International Journal of Pedagogics
89
https://theusajournals.com/index.php/ijp
VOLUME
Vol.05 Issue01 2025
PAGE NO.
89-92
10.37547/ijp/Volume05Issue01-24
The role of interactive teaching technologies in the
formation of professional competence among medical
university students
Rustamova Surayo Shakhobiddinovna
Senior Lecturer, Department of “Uzbek and Foreign Languages,” Tashkent Medical Academy, Uzbekistan
Received:
27 October 2024;
Accepted:
29 December 2024;
Published:
30 January 2025
Abstract:
The article describes the use of educational technologies in the formation of professional competence
of medical university students.
Keywords:
Technology, pedagogical technology, interactive methods, taxonomy, discussion, brainstorming,
jigsaw, cluster, sinvein, organizers, VENN diagram, "T" scheme.
Introduction:
Developing a new system for training
highly qualified personnel, based on our nation’s rich
intellectual heritage, universal values, and the latest
achievements in modern culture, economics, science,
technology, and innovation, has become one of the key
conditions for the advancement of the Republic of
Uzbekistan. It can be said that the formation of a well-
rounded individual entails mastering a respectable
profession, contributing to societal progress to the best
of their abilities, and thereby expressing their
individuality and personal growth. Striving for
excellence is a complex process that goes hand in hand
with professional development and spans almost an
entire lifetime.
In a broad sense, professional development refers to an
individual’s intellectual capabilities, physical potential,
aptitude, interest, and aspirations for a specific field, as
well as their values and worldview. It includes acquiring
education in a particular profession, entering and
adapting to that field, and ultimately becoming a skilled
and qualified specialist over the years. In particular, the
process of training qualified professionals should begin
with understanding the system of requirements for
professionals in a given field. What qualities should a
modern doctor possess? A doctor must have general
knowledge, practical skills, specialized expertise, and
specific applied competencies.
General Skills a Doctor Must Possess
1.
The ability to assess the fundamental laws
governing the formation and regulation of human
physiological functions throughout life.
2.
Understanding the age-specific characteristics of
the human div and its functional systems.
3.
Utilizing the theoretical foundations of medicinal
and non-medicinal methods for treating and
preventing common diseases.
4.
Gaining in-depth knowledge of clinical sciences.
5.
Implementing preventive measures aimed at
detecting early and latent forms of diseases and
identifying risk factors.
6.
Making timely and accurate diagnoses.
Considering all the above, it becomes evident that
developing essential competencies in future medical
professionals is of utmost importance.
Competence refers to expertise, professionalism,
qualification, experience
, mastery of one’s field, and a
deep understanding of its intricacies. It involves:
1.
Awareness of answers to specific questions.
2.
The ability to make necessary decisions to achieve
desired results in the workplace.
3.
The capacity to identify and resolve optimal
solutions to problematic, contentious, or
conflicting situations.
These skills and competencies collectively indicate a
professional’s competence. Pedagogical competence
refers to the professional and personal qualities that
International Journal of Pedagogics
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International Journal of Pedagogics (ISSN: 2771-2281)
enable educators to perform their pedagogical
functions in accordance with the norms, standards, and
requirements of a specific historical period. In medical
education, the development of the above-mentioned
competencies requires the prior formation of
professional motivation in students, as motivation
serves as the primary driving force for their actions. To
foster professional competence in medical education,
the use of interactive technologies is considered
appropriate. Such an approach ensures active student
participation and effective outcomes. A technological
approach to teaching, which aims to make the
educational process repeatable and systematic, akin to
a production process, was first explored in the 1950s by
American pedagogical scientists. Notably, the term
“teaching technology” was first introduced by
American scientist Skinner, who described it as the
application of psychological science advancements in
practical settings.
The concept of “teaching technology” was defined by
the Association of Pedagogical Communications and
Technologies’ text committee professor, Galbraith, as
“the systematic application of scientific and other
knowledge to solve practical problems.” Similarly,
psychologist N.F. Talizina noted that the emergence of
the term “pedagogical technology” in the ed
ucation
system was influenced by several factors:
1.
The limited global popularity of didactic principles
(particularly in the USA),
2.
The lack of highly constructive and modern
didactic principles,
3.
The introduction of technical and programmed
educational tools in the 1960s.
The term “interactive” originates from the English word
“interact” (“inter” –
“together,” “act” –
“to act”).
Interactive teaching refers to a specialized type of
cognitive activity organization. It involves clear,
specific, and planned goals. One of its main objectives
is to create a high-level environment where learners
recognize their success and intellectual potential,
transforming the learning process into a productive
experience. Interactive teaching methods can be
adapted by each teacher based on their available
resources and capabilities. Each student learns at
varying levels, depending on their motivation and
intellectual abilities.
Interactive Teaching Technology. This approach
ensures that all students achieve the planned learning
outcomes. Every student, regardless of their
motivation or intellectual level, can successfully master
the content according to the predetermined goals.
Examples of Interactive Methods:
•
Roundtable discussions
•
Business games
•
Small group work
•
Mini-lectures
•
Debates
•
Educational discussions
•
Brainstorming
•
Case studies (analysis of specific practical
situations)
•
Role-playing games
Based on the points mentioned above, the following
fundamental characteristics of pedagogical technology
implementation can be highlighted:
1. Encouraging Independent Learning Students are not
simply taught but are trained to learn independently.
They are guided to analyze, comprehend, and
assimilate study materials, think critically, and arrive at
personal conclusions through creative reasoning.
2. Promoting Independent Knowledge Acquisition
Knowledge is not handed to students in a ready-made
form. Instead, they are taught to independently extract
knowledge from various sources, including textbooks,
supplementary literature, online resources, and
reference materials. This approach helps students
reinforce and expand upon the lessons taught in class.
3. Ensuring Knowledge Mastery According to Individual
Abilities
All students are guaranteed to grasp knowledge at a
level corresponding to their capabilities. Their mastery
is evaluated by their ability to apply the acquired
knowledge in practical, real-life activities and tasks.
Pedagogical
Technology
Defined.
Pedagogical
technology
encompasses
programs,
textbooks,
teaching aids, visual tools, and technical resources,
unifying them into an effective educational process. It
also involves organizing various activities
—
such as
literary evenings, meetings, and events promoting
national
independence
ideals
—
that
stimulate
emotional engagement and participation, thereby
increasing learning effectiveness. Interactive Teaching
and Its Benefits.
From the first year of study, incorporating age-
appropriate elements of interactive pedagogical
technologies into lessons has shown significant positive
outcomes. Interactive teaching involves fostering
collaboration between teachers and students to
increase lesson efficiency. It develops students’ abilities
to think independently, critically analyze, and express
their opinions. In interactive methods, students
actively participate by working individually, in pairs, or
International Journal of Pedagogics
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International Journal of Pedagogics (ISSN: 2771-2281)
in groups to solve problems and answer questions.
They engage in thinking, evaluating, writing, speaking,
and presenting evidence-based solutions. This active
involvement ensures that the knowledge acquired is
retained longer in their memory. In mastering a new
topic (information), a critical and analytical approach is
taken. The teacher only performs the role of a
facilitator (guide, organizer, observer).
To achieve the pedagogical goals of each lesson type,
the teacher must mobilize their intellectual capacity,
use advanced pedagogical experience, and, ultimately,
the selection of the method should become a true
creative act. The advantage of lessons organized based
on interactive pedagogical technologies is that such
lessons promote thinking, serve as a foundation for
forming endless love for the homeland, loyalty, civic
ethics, and democratic culture. In teaching subjects,
methods such as “Working with Groups,” “Debate,”
“Problem
-Bas
ed Learning,” “Brainstorming,” as well as
working with tables, writing assignments that express
independent thoughts, and composing essays, enhance
student activity. Lessons conducted using these
methods not only save time but also deliver new
knowledge to students while encouraging deep
thought, inducing reflection, and drawing their full
attention. Such lessons provide an opportunity for
students to engage in problem-solving situations, draw
correct conclusions during debates, and apply their
knowledge to other topics, thereby making
connections and generalizing information.
One of the teaching methods that increases student
activity in the learning process is the “Working in Small
Groups” method. In this approach, students are divided
into small groups, and during this process, each group
learns from one another, evaluates what they have
learned within their potential scope, and is encouraged
to value and draw conclusions from knowledge in
various situations. “Brainstorming” is the most
effective method for solving a problem by collecting
free thoughts and opinions from participants, through
which a solution is found. This method can be used to
develop and enhance students’ creative and technical
abilities, as well as to activate their learning and
knowledge-building activities. For this, students are
encouraged to make creative suggestions, even if these
proposals seem unrealistic; all thoughts and
suggestions, however unusual they may seem, are
written down; time is set, and suggestions created by
each group are shared. This method has yielded good
results in developed countries.
The interactive teaching method describes a specific
action in such a way that it ensures the most effective
learning. For example, a teacher chooses “debate” as
the main method and builds its logic, while also using
“brainstorming” to develop students’ thinking abilities
during the debate, which brings the expected results.
The next important condition for selecting interactive
teaching methods is to consider the most suitable
criteria for combining them. The criterion for selecting
interactive methods is their focus on solving
educational and developmental issues. This criterion is
introduced by evaluating the capabilities of various
methods to solve problems within a particular context,
as their potential to assimilate social experience differs.
All interactive methods ensure students’ independent
thinking, eliminate monotony and standardization in
teaching, and increase the role of theoretical
knowledge in mastering educational materials. The
forms of implementing interactive methods can vary,
such as brainstorming, critical thinking, mind maps,
menus, oral speech, textbook reading, cinema or
television, and other visual tools. Methods like
clustering, cinquain, and finding one’s p
lace in the
classroom require the teacher to repeat the activity
methods previously demonstrated.
Interactive methods, by their nature, achieve a certain
level of effectiveness in fulfilling educational or
developmental objectives. However, each of them has
different potential for ensuring productivity in the
educational or training process. Therefore, when
choosing interactive methods, teachers should focus
on the subject being studied, the problem, or the issue
that needs to be addressed. Furthermore, the
effectiveness of interactive methods increases when
the age, psychological characteristics, worldview, and
life experiences of the students are taken into account.
This requires teachers to possess professional skill,
competence, knowledge, sensitivity, and intuition.
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