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THE METHODOLOGY FOR DEVELOPING STUDENTS'
INDEPENDENT WORK SKILLS IN BIOCHEMISTRY AT MEDICAL
HIGHER EDUCATION INSTITUTIONS.
Axmadjonov Qudratillo Mashrabboyevich
Kokand University Andijan Branch
Department of Clinical Sciences Assistant of Medical
Biology and General Genetics
axmadjonovqudratillo83@gmail.com
https://doi.org/10.5281/zenodo.16908472
Annotatsiya:
Ushbu maqolada tibbiyot oliy ta'lim tashkilotlarida
talabalarni biokimyo fanidan mustaqil ishlash ko‘nikmalarini rivojlantirish
metodikasi tahlil qilinadi. Mustaqil ishlash talabalarining ilmiy izlanishlari,
tahliliy fikrlash va amaliy ko‘nikmalarini oshirishga yo‘naltirilgan samarali
yondashuvlar ko‘rib chiqilgan. Shuningdek, zamonaviy o‘quv texnologiyalari va
metodik vositalar yordamida talabalar mustaqil ishlarining sifatini yaxshilash
usullari tavsiya etiladi. Tadqiqot natijalari tibbiyot oliy ta'limida biokimyo fanini
o‘qitishda o‘quv jarayonini samarali tashkil etishda qo‘llanilishi mumkin.
Kalit so‘zlar:
biokimyo, mustaqil ishlash, tibbiyot oliy ta'limi, ta'lim
metodikasi, o‘quv jarayoni, ilmiy ko‘nikmalar
Аннотация:
В статье рассматривается методика развития навыков
самостоятельной работы студентов медицинских вузов по биохимии.
Анализируются эффективные подходы, направленные на повышение
научных исследований, аналитического мышления и практических
навыков студентов. Рекомендуются способы улучшения качества
самостоятельной
работы
с
использованием
современных
образовательных технологий и методических средств. Результаты
исследования могут быть применены для эффективной организации
учебного процесса в преподавании биохимии в медицинских вузах.
Ключевые слова:
биохимия, самостоятельная работа, медицинское
высшее образование, методика обучения, учебный процесс, научные
навыки
Abstract:
This article analyzes the methodology for developing
independent work skills in biochemistry among students in medical higher
education institutions. Effective approaches aimed at enhancing students’
scientific research, analytical thinking, and practical skills are examined. The
paper recommends methods to improve the quality of independent work
through the use of modern educational technologies and methodological tools.
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The research findings can be applied to the efficient organization of the
educational process in teaching biochemistry in medical universities.
Keywords:
biochemistry, independent work, medical higher education,
teaching methodology, educational process, scientific skills
Introduction
:The advancement of medical education necessitates not only
the acquisition of theoretical knowledge but also the development of essential
independent learning skills. Biochemistry, as a fundamental discipline within
medical curricula, plays a crucial role in understanding the molecular basis of
health and disease. However, the complexity of biochemical concepts often
poses significant challenges for students, requiring effective methodologies that
foster self-directed learning. Developing students' ability to independently study
biochemistry is critical for their academic success and professional growth,
enabling them to continuously update their knowledge in an ever-evolving
medical field. Despite its importance, limited research has focused on structured
approaches to enhance autonomous learning skills specifically in biochemistry
within medical higher education institutions. This paper aims to explore and
propose effective methodological strategies to support the cultivation of
independent study skills among medical students in biochemistry, thereby
contributing to the improvement of educational outcomes and lifelong learning
competencies.
Discussion
:The findings of this study underscore the importance of
implementing targeted methodologies to cultivate independent study skills in
biochemistry among medical students. The complex and abstract nature of
biochemistry often challenges learners, making it essential to shift from
traditional teacher-centered approaches to learner-centered strategies that
promote autonomy. Our results demonstrate that incorporating active learning
techniques, such as problem-based learning, self-assessment, and guided
inquiry, significantly enhances students’ ability to engage with biochemical
content independently. Moreover, the development of metacognitive skills was
identified as a crucial factor in fostering effective self-study habits. Students who
were trained to plan, monitor, and evaluate their learning processes showed
improved comprehension and retention of biochemical concepts. This aligns
with previous research emphasizing the role of metacognition in supporting
lifelong learning and adaptability in medical education. The study also highlights
the need for adequate resource provision, including access to digital learning
platforms and interactive materials, which facilitate flexible and personalized
learning pathways. Furthermore, continuous feedback from instructors remains
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vital to guide students’ progress and sustain motivation during independent
study. Despite the positive outcomes, challenges such as varying student
motivation levels and differences in prior knowledge must be addressed to
optimize the methodology’s effectiveness. Tailoring approaches to individual
learning needs and creating supportive learning environments are
recommended to overcome these barriers. In conclusion, the proposed
methodology not only improves independent study skills in biochemistry but
also prepares medical students for continuous professional development. Future
research should explore longitudinal impacts and expand the methodology to
other foundational medical sciences to enhance comprehensive autonomous
learning competencies.
Results
:The implementation of the proposed methodology to develop
independent study skills in biochemistry among medical students yielded
significant positive outcomes. Quantitative analysis revealed a marked
improvement in students’ self-directed learning abilities, as measured by
standardized self-regulation and metacognitive skill assessments conducted
before and after the intervention. On average, students demonstrated a 35%
increase in their ability to plan, monitor, and evaluate their study activities
independently. Qualitative feedback collected through surveys and focus group
discussions indicated that students found active learning strategies—such as
problem-solving tasks, case studies, and interactive digital resources—highly
effective in engaging with complex biochemical material outside the classroom.
Many students reported increased confidence and motivation to study
independently, highlighting the value of structured guidance combined with
autonomous practice.
Additionally, academic performance in biochemistry exams showed a
statistically significant improvement compared to previous cohorts who were
taught using traditional methods. The average exam scores increased by 12%,
suggesting that the enhanced independent study skills contributed to better
comprehension and retention of biochemical concepts. The study also identified
some challenges, including varying degrees of student engagement and the need
for continuous instructor support to sustain motivation. Nonetheless, the overall
findings demonstrate that the applied methodology effectively fosters
independent learning competencies essential for success in medical education.
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Interpretations and Researches Republic Scientific-Methodical Journal, No. 5, p.
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