THEORETICAL ASPECTS IN THE FORMATION OF
PEDAGOGICAL SCIENCES
International scientific-online conference
221
INTEGRATED PEDIATRICS TRAINING: COMBINING THEORY AND
CLINICAL PRACTICE
Akhmedova Elena Aleksandrovna
Fergana Medical Institute of Public Health.
Fergana, Uzbekistan.
https://doi.org/10.5281/zenodo.15240794
Introduction.
Modern medical education is in the process of constant
transformation, caused by both changes in medical science itself and the
demands of society for the quality of training of medical personnel. The problem
of increasing the effectiveness of training future pediatricians is becoming
especially urgent, since working with children requires not only deep
knowledge, but also a special approach, including emotional sensitivity,
communication skills, as well as a quick and accurate clinical assessment of the
child's condition. In this context, comprehensive pediatric training based on a
combination of theoretical training and active clinical practice is playing an
important role.
Theoretical foundations of the integrated approach
Comprehensive training is an integration of several forms and methods of
pedagogical influence aimed at developing a holistic understanding of the
subject and sustainable professional competencies in students. It involves the
use of interdisciplinary connections, clinical cases, simulation training, work in
small groups and other interactive methods. The main emphasis is on
developing students' clinical thinking, ability to independently analyze
information and make decisions.
According to the concept of the competence approach, the student must
master not only the system of knowledge, but also the skills, abilities, personal
and professional qualities that are necessary for successful work in real
conditions. Thus, training should be aimed at developing the future doctor's
ability to integrate knowledge from various fields of medicine, adapt it to the
specifics of the child's div and a specific clinical situation.
The Importance of Clinical Reasoning in Pediatrics
Formation of clinical thinking is one of the key goals in the training of future
pediatricians. Clinical thinking is the ability of a doctor to analyze symptoms,
compare them with possible diagnoses, conduct differential diagnostics, choose
optimal methods of examination and treatment. Given the peculiarities of
childhood, this process is complicated in pediatrics: children cannot always
clearly describe their feelings, manifestations of diseases can be erased or
atypical, and the course of diseases can be rapid and unpredictable.
THEORETICAL ASPECTS IN THE FORMATION OF
PEDAGOGICAL SCIENCES
International scientific-online conference
222
Therefore, when teaching pediatrics, it is extremely important to provide an
environment in which the student can develop skills in analysis, forecasting and
decision-making. This is possible by using clinical situations and simulation
scenarios that are as close as possible to real practice. For example, analysis of
clinical cases with the participation of a teacher, work in a training clinic,
simulation of emergency conditions and other forms of active learning.
Integration of theoretical and practical components
Classical medical education traditionally involves a division into theoretical
and clinical stages. However, in modern conditions, this model is increasingly
being criticized, since the separation of theoretical knowledge from clinical
practice reduces its assimilation and complicates its application in practice. In
this regard, there is a need to introduce an integrated training model, in which
theory and practice are taught simultaneously and interrelatedly.
For example, when studying the topics "ARI in children", "bronchiolitis",
"acute intestinal infections", etc., you can use an approach in which the student
first gets acquainted with the theoretical aspects of the disease (etiology,
pathogenesis, clinical features, diagnostics, treatment), and then immediately
examines the relevant clinical cases, participates in their discussion, and, if
possible, observes patients with these diseases in the clinic. This allows you to
consolidate knowledge in practice, see how theoretical principles are
implemented in real conditions, and develop decision-making algorithms.
The Role of Clinical Cases and Simulation Technologies
One of the most effective methods of comprehensive training is the use of
clinical cases. Cases are specially developed clinical scenarios that describe the
patient's complaints, anamnesis data, examination results, laboratory and
instrumental studies. The student must, on their basis, make a preliminary
diagnosis, justify it, and propose a plan for additional examination and
treatment.
The advantages of the case method are that it develops analytical thinking,
promotes active involvement of students in the learning process, and allows
modeling a large number of clinical situations in a short time. At the same time,
it is possible to gradually complicate tasks: from simple cases to more complex
ones, from typical to atypical, which allows for flexible adaptation of the learning
process to the level of students' preparation.
Another powerful tool is simulation training, which uses mannequins,
simulators, computer programs, and other tools to practice practical skills in a
safe environment. In pediatrics, simulators are especially valuable for
THEORETICAL ASPECTS IN THE FORMATION OF
PEDAGOGICAL SCIENCES
International scientific-online conference
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resuscitation of newborns, emergency care for seizures, anaphylaxis, broncho-
obstruction, and other conditions. Students learn to react quickly, work in a
team, and make decisions under pressure - all of which prepares them for real
clinical practice.
Benefits of an integrated approach
Comprehensive pediatric training has a number of obvious advantages:
1. Improving the level of material acquisition:
the combination of theory
and practice contributes to better memorization and understanding of
information.
2. Developing clinical thinking:
cases and simulations help the student
apply knowledge in practice.
3. Formation of professional competencies:
communication skills, the
ability to work in a team, decision-making - all this develops in the process of
active learning.
4. Motivation for learning:
interactive forms of learning arouse greater
interest and involvement in students compared to traditional lectures.
5. Flexibility and adaptability:
the teacher can vary the level of difficulty
of tasks, focusing on the current needs of the group.
Implementation in the educational process
The implementation of integrated training requires certain organizational
and methodological efforts. It is important that the teaching staff is prepared to
use active teaching methods, has the appropriate competencies and an
understanding of the goals of this approach. A material and technical base is also
necessary: simulation centers, multimedia equipment, developed cases, clinical
protocols, etc.
The experience of a number of medical universities shows that successful
implementation of an integrated approach is possible with support from the
administration, the methodological service and the teachers themselves. The
creation of integrated modules is effective, within which students study a certain
topic for several weeks, combining theory and practice, visiting clinics,
conducting mini-research and defending projects.
The role of the teacher in integrated learning
In integrated learning, a teacher ceases to be a source of knowledge in the
traditional sense and becomes a mentor, moderator, and coordinator of the
educational process. His task is not just to convey information, but to organize
conditions for its active acquisition, to guide the student, to help him learn to
study, analyze, and act independently. In this context, the presence of
THEORETICAL ASPECTS IN THE FORMATION OF
PEDAGOGICAL SCIENCES
International scientific-online conference
224
pedagogical charisma, emotional intelligence, and readiness for innovation are
especially important.
Evaluation of effectiveness
Various methods can be used to assess the effectiveness of integrated
training: testing, situational tasks, practical tests, analysis of the student's
portfolio, feedback from students and teachers. The most complete picture is
given by an integrated approach to assessment, including both objective (grades,
tests) and subjective (feedback, self-assessment) indicators. Practice shows that
students who studied using an integrative method demonstrate higher results
both in exams and in real clinical practice.
Conclusions.
Comprehensive pediatric training based on the integration of
theory and practice is an effective model for training future doctors who can
successfully work in modern healthcare conditions. The use of clinical cases,
simulation technologies, and an interdisciplinary approach allows for the
formation of not only knowledge, but also skills, thinking, and professional
qualities. For the successful implementation of this model, methodological
support, personnel training, and the creation of an appropriate infrastructure
are necessary. Prospects for the development of comprehensive training are
associated with further digitalization, the introduction of individual educational
trajectories, and the active participation of students in the formation of the
educational process.
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