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ва
инновациялар
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Общество
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Society and innovations
Journal home page:
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Integrated
approach
to
developing
professional
competence of medical students
Dina MAMIRBAEVA
1
, Firuza DASTENOVA
2
Nukus State Pedagogical Institute
Karakalpak State University
ARTICLE INFO
ABSTRACT
Article history:
Received April 2023
Received in revised form
15 May 2023
Accepted 15 June 2023
Available online
25 June 2023
The article focuses on the theoretical importance of
improving the professional competence of medical students
who study English as a foreign language and some principles of
developing professional competence based on the integrated
approach. The article describes essential components of the
integrated approach, such as curriculum design, teaching, and
learning methods, assessment, and faculty development.
The article also discusses the benefits and challenges of
implementing an integrated approach and presents some
successful examples.
2181-
1415/©
2023 in Science LLC.
https://doi.org/10.47689/2181-1415-vol4-iss3-pp63-67
This is an open access article under the Attribution 4.0 International
(CC BY 4.0) license (https://creativecommons.org/licenses/by/4.0/deed.ru)
Keywords:
English language (EFL),
professional competence,
integrated approach,
teaching process,
students,
medical university.
Tibbiyot sohasi talabalarining kasbbiy kompetensiyasini
rivojlantirishda integrallashgan yondashuv
ANNOTATSIYA
Kalit so‘zlar
:
ingliz tili (EFL),
professional kompetentsiya,
integratsiyalashgan
yondashuv,
o‘quv jarayoni,
talabalar,
tibbiyot muassasasi.
Maqola ingliz tilini chet tili sifatida o‘rganayotgan tibbiyot
sohasi talabalarining kasbiy kompetensiyasini oshirishning nazariy
ahamiyatiga hamda kompleks yondashuv asosida kasbiy
kompetensiyani
shakllantirishning
ayrim
tamoyillariga
bag‘ishlangan. Maqolada o‘quv dasturlarini ishlab chiqish, o‘qitish
jarayoni va usullari, baholash va o‘qituvchining malakasini oshirish
kabi kompleks yondashuvning asosiy tarkibiy qismlari tasvirlangan.
Maqolada, shuningdek, integratsiyalashgan yondashuvni amalga
oshirishning afzalliklari va qiyinchiliklari muhokama qilinadi va
ba’zi muvaffaqiyatli misollar keltirilgan.
1
Associate Professor, PhD, Department of English Language and Literature Nukus State Pedagogical Institute.
Karakalpakstan, Uzbekistan.
2
PhD student, Department of English Language and Literature, Karakalpak State University. Nukus. Karakalpakstan,
Uzbekistan.
Жамият
ва
инновациялар
–
Общество
и
инновации
–
Society and innovations
Issue
–
4
№
3 (2023) / ISSN 2181-1415
64
Комплексный подход к развитию профессиональной
компетентности студентов
-
медиков
АННОТАЦИЯ
Ключевые слова:
английский язык (EFL),
профессиональная
компетентность,
комплексный подход,
учебный процесс,
студенты,
медицинский вуз.
Статья посвящена теоретической важности повышения
профессиональной
компетентности
студентов
-
медиков,
изучающих
английский
язык
как
иностранный,
и некоторым принципам формирования профессиональной
компетентности на основе комплексного подхода. В статье
описываются основные компоненты комплексного подхода,
такие как разработка учебного плана, методы преподавания
и обучения, оценивание и повышение квалификации
преподавателей. В статье также обсуждаются преимущества
и проблемы внедрения комплексного подхода и приводятся
некоторые успешные примеры.
Introduction.
In recent years, the world has witnessed significant developments
in the field of medicine, which have necessitated a corresponding improvement in
medical education. Medical education aims to prepare students for the challenges of the
healthcare sector and equip them with the knowledge and skills required to provide
quality healthcare services to patients. Developing professional competence is, therefore,
an essential component of medical education. However, teaching medical students in
English as a foreign language (EFL) context presents unique challenges that must be
addressed to ensure that students acquire the necessary competencies. This article aims
to discuss the principles of developing professional competence of medical students in an
EFL context.
The competence of healthcare professionals has become an essential requirement
for healthcare systems worldwide. Medical students need to develop the necessary
competencies to provide effective healthcare services to patients. In recent years, there
has been a growing emphasis on the need for an integrated approach to developing the
professional competence of medical students. The integrated approach involves various
teaching and learning methods and focuses on enhancing the integration of knowledge,
skills, and attitudes that are necessary for competent medical practice.
Literature review.
The Importance of Professional Competence in Medical
Education Professional competence refers to the knowledge, skills, attitudes, and values
required to perform a specific job effectively. In medical education, professional
competence includes clinical skills, communication skills, ethical and legal principles, and
patient-centered care. Developing professional competence is essential in medical
education because it prepares students to provide quality healthcare services and meets
the evolving needs of the healthcare sector [2]. Competent healthcare professionals can
make critical decisions that affect the lives of their patients and can contribute to the
overall quality of healthcare services.
The integrated approach to language teaching and medical education is analyzed,
and the essential components of this approach are outlined. The article focuses on the
importance of developing English language skills alongside the acquisition of medical
knowledge and skills. The principles of teaching medical English are described, and the
advantages and challenges of integrating language and medical education are discussed.
Жамият
ва
инновациялар
–
Общество
и
инновации
–
Society and innovations
Issue
–
4
№
3 (2023) / ISSN 2181-1415
65
The article concludes that the integrated approach to teaching medical English is an
effective way of developing the professional competence of medical students in an EFL
context.
Research Methodology.
Teaching Medical Students in an EFL Context Teaching
medical students in an EFL context presents unique challenges that must be addressed to
ensure that students acquire the necessary competencies. The primary challenge is that
medical terminology is complex and specific, making it difficult for students to
understand and use it accurately. Moreover, students may have different levels of English
proficiency, which can affect their ability to comprehend and communicate medical
information effectively. The following principles should be considered when developing
the professional competence of medical students in an EFL context to overcome these
challenges:
1. Curriculum Design: The curriculum must be designed to meet the needs of EFL
medical students. This can be achieved by incorporating English language training into
the curriculum and ensuring that medical terminology is taught in a clear and concise
manner. The curriculum should also include practical sessions and clinical rotations to
provide students with hands-on experience.
2. Active Learning: Active learning methodologies, such as problem-based learning
and case studies, can be used to enhance student engagement and facilitate the
acquisition of professional competence. These methods provide opportunities for
students to apply their knowledge and skills to real-world scenarios, promoting critical
thinking and problem-solving skills.
3. Feedback and Assessment: Feedback and assessment are essential components
of developing professional competence. Students must receive regular feedback on their
performance to identify areas for improvement and reinforce their strengths. Assessment
should be designed to test students' understanding of medical concepts and their ability
to apply them in clinical settings.
4. Language Support: Language support should be provided to students to help
them improve their English language proficiency. This can be achieved by offering
language courses and providing access to English language resources. Language support
can also be provided by assigning mentors or language tutors to work with students
individually or in small groups. Developing professional competence is an essential
component of medical education, and teaching medical students in an EFL context
presents unique challenges that must be addressed to ensure that students acquire the
necessary competencies. Curriculum design, active learning, feedback and assessment,
and language support are the principles that should be considered when developing the
professional competence of medical students in an EFL context [3]. By adhering to these
principles, medical schools can prepare competent healthcare professionals who can
provide quality healthcare services to patients.
Regarding the language of medicine in Karakalpak, there isn't currently widely
accepted terminology used in medical publications. In the past, popular terms were used
in some medical articles, but this practice has lost its justification, as these publications
are written by professionals. Additionally, Karakalpak medical terms have been largely
forgotten or replaced by Greco-Latin terms preferred by doctors. Due to the increasing
impact of English as an international language of medicine, many anglicized terms have
been introduced. Therefore, the Karakalpak medical language is a disorganized
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combination of Greco-Latin and anglicized terms. This situation is not unique to
Karakalpak but applies to other languages with limited diffusion, as medical terminology
is primarily based on Latin, but English has recently had a significant influence at all
language levels. Today, English for specific purposes (ESP) is considered a necessity and
has greater practical value than English for general purposes.
Results and Discussion.
Furthermore, it is noted that it is important to analyze
the similarities and differences between medical borrowed words and expressions in
English and Karakalpak. Since medicine has a long history, it's clear that various nations
have played a role in its development, resulting in the creation of specific medical
terminology to describe new discoveries and concepts. The purpose of this article is to
emphasize the linguistic contributions made by several foreign medical languages to
Medical English.
The integrated approach requires a student-centered and competency-based
curriculum design that emphasizes the integration of basic and clinical sciences,
professionalism, and communication skills [5]. The curriculum should be designed to
provide opportunities for active and experiential learning, interdisciplinary
collaboration, and community engagement. The curriculum design should be flexible to
accommodate the diverse learning needs and preferences of medical students.
The integrated approach employs various teaching and learning methods that
promote active and collaborative learning, such as problem-based learning, team-based
learning, case-based learning, and simulation-based learning. These methods provide
opportunities for students to apply their knowledge and skills in real-life situations, work
in teams, and receive feedback from their peers and instructors. The integrated approach
also emphasizes the use of technology, such as virtual reality, to enhance the learning
experience and provide more significant opportunities for practice. The integrated
approach
requires
a competency-based assessment that assesses the knowledge, skills,
and attitudes required for competent medical practice [4]. The assessment should be
aligned with the curriculum design and teaching and learning methods and should
include formative and summative assessments. The assessment should also provide
feedback to students to help them improve their performance.
The integrated approach requires faculty development to enhance the
competencies of medical educators and improve the quality of teaching and learning [8].
Faculty development should include training on competency-based education, teaching
and learning methods, assessment, and the use of technology [6, 7]. Faculty development
should also include opportunities for faculty members to collaborate, share their
experiences and best practices, and receive feedback and support. The integrated
approach has several
benefits
, such as promoting the integration of knowledge, skills,
and attitudes, enhancing the relevance and effectiveness of medical education, improving
the quality of healthcare services, and increasing the satisfaction of medical students,
faculty members, and patients. However, the integrated approach also faces several
challenges, such as resistance to change, lack of resources, and the need for faculty
development.
Several medical institutions have successfully implemented an integrated
approach to developing the professional competence of medical students. For example,
the University of Calgary
’
s Cumming School of Medicine in Canada has implemented a
competency-based medical education program that emphasizes the integration of basic
and clinical sciences, inter-professional collaboration, and community engagement.
Жамият
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инновациялар
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инновации
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Society and innovations
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The program uses various teaching and learning methods, such as problem-based
learning and simulation-based learning, and employs a competency-based assessment.
The program has received positive feedback from students, faculty members, and
healthcare professionals. Studies have shown that an integrated approach can enhance
knowledge retention, clinical reasoning, and decision-making abilities among medical
students [1].
Conclusion.
Thus, the rapid development of medical science and the globalization
of medical practice have created a growing need for medical professionals to be
proficient in English. In countries where English is not the native language, medical
students must be trained to communicate effectively in English while acquiring the
necessary medical knowledge and skills. An integrated approach to medical education
can enhance the professional competence of medical students by providing a
comprehensive and coherent learning experience. Future research should focus on
evaluating the effectiveness of different integrated programs and identifying the best
practices for developing professional competence among medical students.
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