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THE ROLE OF REVERSIBLE EDUCATION IN THE
DEVELOPMENT OF PROFESSIONAL EDUCATIONAL
COMPETENCIES OF STUDENTS OF MEDICAL EDUCATION.
Anvarov Alijon Uktamovich
Associate professor of Fergana medical institute of public health.
https://doi.org/
10.5281/zenodo.15749153
ARTICLE INFO
ABSTRACT
Qabul qilindi:11-iyun 2025 yil
Ma’qullandi: 13-iyun 2025 yil
Nashr qilindi: 26-iyun 2025 yil
This article discusses the development of professional
foreign language competencies of medical education
students on the basis of reversible education during the
digitization of the country's medical higher education.
The paper also described mixed education and reflected
on the types of mixed education. In our opinion,
reversible education as a form of mixed education is one
of the most optimal technologies for teaching a foreign
language to students of medical education in order to
establish contacts in the field of intercultural medicine.
the relevance of the use of reversible educational
technology in the context of the study of professional
foreign languages in medical higher education is due to
the need for students of medical education to develop
general cultural and professional competencies in a
foreign professional foreign language. In order to
formulate the necessary competencies when teaching a
professional foreign language, in the current period,
reversible technology is used, which is suitable for state
educational standards and needs. In teaching on the
basis of reversible technology, part of the theoretical
material ensures that it is mastered by students
remotely independently, the training time is devoted to
the formation of competencies necessary for the study of
a foreign language by students of medical educationх[
].
KEY WORDS
Internet
resources,
medical
education,
digital
educational
environment, context of teaching,
reversible
education,
creative
activity.
Currently, a foreign language teacher needs a sufficiently high level of foreign language
proficiency, because without a good knowledge of his subject – one of the most common
European languages (primarily English), the doors to the world of electronic technologies and
Internet resources are closed, which affects his qualifications and competitiveness. Thus, the
list of professional skills and personal qualities of a foreign language teacher is diverse and
complex[
]. The study of professional foreign languages is an integral part of the training of
1
Uktamovich, A. A. (2025). TIBBIY TA'LIM TALABALARIDA REVERSIV O'QITISH TEXNOLOGIYASIDAN
FOYDALANGAN
HOLDA
KASBGA
YO’NALTIRILGAN
CHET
TILI
KOMPETENTSIYASINI
SHAKLLANTIRISH.
MODERN EDUCATIONAL SYSTEM AND INNOVATIVE TEACHING SOLUTIONS
,
1
(7),
266-269.
2
Анваров, А. (2022). Modern requirements for teachers of foreign languages to improve professional skills
and personal qualities.
Общество и инновации
,
3
(2/S), 300-303.
136
YANGI O'ZBEKISTON ILMIY
TADQIQOTLAR JURNALI
www.in-academy.uz
2-JILD, 6-SON, 2-QISM (YOʻITJ)
students of higher educational institutions of medical education. Medical education uassasas
are a professional foreign language professional-oriented communication tool for future
graduates of educational areas. But it should also be noted that despite the high demand for a
graduate of Medical Education who knows a foreign language at the minimum В1 level, we
note that the number of class hours for teaching basic languages in medical higher countries is
decreasing. Also, due to the digitization carried out in the medical field, significant changes are
taking place in the medical education system. The system of medical education the use of
digital technologies in the educational process is associated with a number of areas of modern
education in our country, namely, the use of mixed education in educational activities, the use
of online education in the performance of independent work of students and the introduction
of a digital educational environment.
One of the innovations of modern medical higher education is the use of mixed education in
the study of a professional foreign language. "Mixed education", which dates back to the last
10 years (2006), researchers interpret it in different ways. For example, the American mixed
education researcher K. J. The Bank gives its views on this phenomenon as a mixed method of
teaching, teaching methods, audience and distance learning, under the direct supervision of
the teacher [
]. M. Horn and H. Skaters, on the other hand, give a broader definition, believing
that "mixed education is at least partly any formal education program that the student rests
on for online education with an element of control over time, place, method, and pace. [
].
Mixed education is a very broad concept that involves different methods of interaction
between a higher education teacher and a student, as well as different study times that take
place in a digital space. M. Horn divides education into several types-these, the flexible model,
the group with altered locations, the solo and menu model, the advanced virtual model
(enhanced-virtual model) [
].
Currently, in the development of professional foreign language competencies of students of
medical higher education, conducting training using various modern computer technologies
plays a very important role. One of these is reversible education, which we think is quite
acceptable for students to independently study the topic and test students ' knowledge of the
subject on a given topic by the teacher conducting the training[
].
In the context of teaching medical education students to a professional foreign language, we
touched on the idea that the most acceptable type of mixed education is reversible education.
Reverse education is a small form of mixed education that involves the replacement of the
processes performed by students in independent and audience activities. During the use of
reversible education in the process of professional foreign language learning of students of
medical education, students perform their "tasks given to the house as assigned tasks: they
learn by reading grammatical rules, write new terms related to the topic, read real texts and
perform practical exercises given to strengthen independently learned materials. Thanks to
this, students will already be prepared for professional foreign language training and will
have a well-formed idea of what topics will be studied in the training and will be ready for
training.
Since students learn the materials sent by the teacher remotely and prematurely, time is
saved on training for the formation and development of skills in all types of activities
3
Bonk C.J. The Handbook of Blended Learning: Global Perspectives, Local Designs. San Francisco: Pfeiffer. 2006. 624 p
4
Serikov V.V. Education and personality. Theory and practice of PED design. system. Moscow: Logos Publishing
Corporation. 1999. p. 272
5
Staker H., Horn M. Blended
Learning: Harnessing Disruptive Innovations to Improve School Education. San Francisco:
Jossey Bass, 2015. 343 p.
6
Anvarov AU. The role of information technologies in the study of foreign languages. Young scientist. 2021;14:356.
137
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2-JILD, 6-SON, 2-QISM (YOʻITJ)
(listening, reading, writing, speaking), as well as the formation of general cultural, general
professional and professional competencies in a foreign language. Currently, the concept of"
reversible education "is expanding day by day, and it will not be correct to understand the
essence of reversible education as a"reversible" of the audience and independent work.
M. N. Dudina believes that due to the active use of e-learning resources, reversible education
is aimed at choosing the possible content of the field of science, choosing enough technologies
and criteria for assessing student activities [
], and also pushes the idea that it contributes to
the development of the student's Creative Activity[
].
Despite the rather flexible structure of reverse education, there are 4 basic elements on which
it is based.:
1. Creating a flexible learning environment with changing active learning methods in the
classroom;
2. Students are active participants in the educational process;
3. Well-structured material between classroom and extracurricular workloads;
4. A teacher is a competent professional with professional, digital and methodological
competencies [
].
Summarizing the above points, it can be concluded that in accordance with the current state
educational standard of medical higher education, the need to digitize medical education, a
vector focused on mixed education, reduce audience hours for learning a foreign language and
use new educational methods and technologies for teaching the "digital" generation, modern
educational technologies are necessary[
]. In our opinion, in the refinement of professional
foreign language competencies of students of medical education, reversible education can
become such a technology.
Used literature:
1.
Uktamovich, A. A. (2025). TIBBIY TA'LIM TALABALARIDA REVERSIV O'QITISH
TEXNOLOGIYASIDAN FOYDALANGAN HOLDA KASBGA YO’NALTIRILGAN CHET TILI
KOMPETENTSIYASINI SHAKLLANTIRISH.
MODERN EDUCATIONAL SYSTEM AND INNOVATIVE
TEACHING SOLUTIONS
,
1
(7), 266-269.
2.
Анваров, А. (2022). Modern requirements for teachers of foreign languages to improve
professional skills and personal qualities.
Общество и инновации
,
3
(2/S), 300-303.
3.
Bonk C.J. The Handbook of Blended Learning: Global Perspectives, Local Designs. San
Francisco: Pfeiffer. 2006. 624 p
4.
Serikov V.V. Education and personality. Theory and practice of PED design. system.
Moscow: Logos Publishing Corporation. 1999. p. 272
5.
Staker H., Horn M. Blended Learning: Harnessing Disruptive Innovations to Improve
School Education. San Francisco: Jossey Bass, 2015. 343 p.
7
Dudina M.N. Reverse history teaching: theory and practice. Historical and pedagogical readings. 2019. No. 23.
pp.280–285.
8
Dudina M.N. Pedagogical acmeology: theory and practice of reverse learning. Acmeology of professional education.
2019. pp. 25-29.
9
Mikhailova G.I. Teaching a foreign language in non-linguistic universities within the framework of a competence
approach. Philological sciences. Questions of theory and practice. 2016. No.9-2 (63). pp. 204-207
10
Ганиев, М. М. (2023). ТРУДНОСТИ И ДОСТИЖЕНИЯ ПРЕПОДАВАНИЯ РУССКОГО ЯЗЫКА В АУДИТОРИЯХ С
ИНОСТРАННЫМИ СТУДЕНТАМИ. Scientific Impulse, 1(10), 647-651.
138
YANGI O'ZBEKISTON ILMIY
TADQIQOTLAR JURNALI
www.in-academy.uz
2-JILD, 6-SON, 2-QISM (YOʻITJ)
6.
Anvarov AU. The role of information technologies in the study of foreign languages.
Young scientist. 2021;14:356.
7.
Dudina M.N. Reverse history teaching: theory and practice. Historical and pedagogical
readings. 2019. No. 23. pp.280–285.
8.
Dudina M.N. Pedagogical acmeology: theory and practice of reverse learning.
Acmeology of professional education. 2019. pp. 25-29.
9.
Mikhailova G.I. Teaching a foreign language in non-linguistic universities within the
framework of a competence approach. Philological sciences. Questions of theory and practice.
2016. No.9-2 (63). pp. 204-207.
10.
Ганиев, М. М. (2023). ТРУДНОСТИ И ДОСТИЖЕНИЯ ПРЕПОДАВАНИЯ РУССКОГО
ЯЗЫКА В АУДИТОРИЯХ С ИНОСТРАННЫМИ СТУДЕНТАМИ. Scientific Impulse, 1(10), 647-
651..
