Universal International Scientific Journal
68
Tashmamatova Dilnozakhon
Assistant of Department of Pediatrics 1
Fergana Medical Institute of Public Health
Uzbekistan
https://orcid.org/0009-0001-9976-4865
Abstract:
Effective assessment of medical students in pediatrics requires combining traditional and
innovative methods to address diverse competencies. This review examines key approaches, including the
Minnesota Method, OSCEs, multimedia tools, and advancements like virtual simulations and AI. It
highlights the importance of programmatic assessment and simulation-based education while addressing
challenges such as resource limitations and educator training. Recommendations focus on enhancing
infrastructure, faculty development, and collaborative efforts to better prepare students for clinical practice.
Keywords:
pediatric education, assessment, OSCE, artificial intelligence, training.
Annotatsiya:
Pediatriya yo‘nalishidagi tibbiyot talabalari bilimini samarali baholash uchun turli xil
kompetensiyalarni qamrab olish maqsadida an’anaviy va innovatsion usullarni uyg‘unlashtirish zarur.
Ushbu sharh Minnesota usuli, OSCE (Ob’ektiv strukturlashtirilgan klinik imtihon), multimedia vositalari
hamda virtual simulyatsiyalar va sun’iy intellekt kabi ilg‘or yondashuvlarni tahlil qiladi. U dasturiy
baholash va simulyatsiyaga asoslangan ta’limning muhimligini ta’kidlaydi, shu bilan birga resurs
cheklanganligi va o‘qituvchilarni tayyorlash kabi muammolarni hal etishga e’tibor qaratadi. Tavsiyalar
Universal Xalqaro Ilmiy Jurnal
Jurnalning bosh sahifasi:
ASSESS MEDICAL STUDENTS TO TEACH PEDIATRIC SUBJECTS: A REVIEW ARTICLE
Universal International Scientific
Year: 2025 Issue: 2 Volume: 1
Published: 08.01.2025
International indexes
Universal International Scientific Journal
6
9
talabalarni klinik amaliyotga yaxshiroq tayyorlash maqsadida infratuzilmani takomillashtirish, professor-
o‘qituvchilar salohiyatini oshirish va hamkorlikdagi sa’y-harakatlarni kuchaytirish masalalariga qaratilgan.
Kalit so‘zlar:
pediatriya ta’limi, baholash, OSCE, sun’iy intellekt, tayyorgarlik.
Аннотация:
Эффективное оценивание студентов-медиков в области педиатрии требует
сочетания традиционных и инновационных методов для оценки различных компетенций. В данном
обзоре рассматриваются ключевые подходы, включая Миннесотский метод, объективные
структурированные клинические экзамены (ОСКЭ), мультимедийные инструменты, а также такие
передовые технологии, как виртуальные симуляции и искусственный интеллект. Подчеркивается
важность программного оценивания и симуляционного обучения при решении таких проблем, как
ограниченность ресурсов и подготовка преподавателей. Рекомендации сосредоточены на
совершенствовании инфраструктуры, развитии преподавательского состава и совместных усилиях
по улучшению подготовки студентов к клинической практике.
Ключевые слова:
педиатрическое образование, оценивание, ОСКЭ, искусственный
интеллект, обучение.
Language:
English
Citation:
Tashmamatova , D. (2025). ASSESS MEDICAL STUDENTS TO TEACH PEDIATRIC
SUBJECTS: A REVIEW ARTICLE. Universal International Scientific Journal, 2(1), 68–75.
https://doi.org/10.69891/3060-4540.2025.94.86.001
Doi:
https://doi.org/10.5281/zenodo.14711828
Crosreff do
i:
https://doi.org/10.69891/3060-4540.2025.94.86.001
INTRODUCTION.
Assessing
medical
students'
understanding
of
pediatric
subjects
effectively
requires
a
multifaceted
approach
that
incorporates
various
assessment methods to capture different
competencies. The Minnesota Method, as
implemented in the Education in Pediatrics
Across the Continuum (EPAC) program,
emphasizes a learner-driven, competency-
based assessment model using Core
Entrustable
Professional
Activities
(EPAs). This approach involves frequent
workplace-based
assessments
and
summative
evaluations,
which
are
reviewed by a clinical competency
committee to determine students' readiness
for advanced clinical rotations[1]. The
Objective Structured Clinical Examination
(OSCE) is another widely used method,
providing a structured and objective
evaluation of clinical skills. Studies have
shown that OSCEs can effectively assess
pediatric
medical
students'
clinical
abilities, with higher scores in physical
examination
and
skills
assessments
Universal International Scientific Journal
70
compared
to
case
assessments[2,3].
Additionally, multiple-choice questions
(MCQs) are commonly used, with research
suggesting that longer items, relevant
vignettes, and clinically-relevant content
enhance
the
quality
of
these
assessments[4]. Multimedia tools, such as
video-based teaching and virtual reality
curricula, have also been developed to
assess understanding in specific areas like
pediatric cardiology, demonstrating high
content validity and improved student
performance[5,6]. Formative assessments,
including self-assessment and feedback,
play a crucial role in identifying areas of
concern, such as documentation skills in
pediatric history taking, and enhancing
students'
confidence
and
learning
outcomes[7–9]. Overall, a combination of
these methods, tailored to the specific
educational objectives and competencies
required
in
pediatrics,
provides
a
comprehensive and effective assessment
strategy for medical students.
METHODS
This
review
is
based
on
a
comprehensive search of peer-reviewed
articles, educational guidelines, and expert
opinions. Databases such as PubMed,
Google Scholar, and Web of Science were
searched using terms like "pediatric
education," "medical student assessment,"
"teaching strategies," and "curriculum
development."
The
search
included
publications from the past decade to ensure
the inclusion of recent advancements.
Studies were selected based on relevance,
quality,
and
their
contribution
to
understanding effective assessment and
teaching practices. Additionally, reviews
focusing on innovative technologies and
their application in medical education were
prioritized. Relevant diagrams and tables
from existing literature were analyzed for
their utility in enhancing understanding
and engagement in pediatric education.
Assessment methods: The optimal
balance between written and practical
assessments
in
evaluating
medical
students' knowledge and skills involves
integrating
both
methods
to
comprehensively assess cognitive and
practical competencies. The Objective
Structured Practical Examination (OSPE)
has emerged as a superior tool for practical
assessments,
offering
objectivity,
consistency, and reliability compared to
traditional methods. Studies have shown
that students perform better and prefer
OSPE
due
to
its
structured
and
performance-based nature, which enhances
learning and skill acquisition[10–12].
OSPE's ability to provide detailed feedback
and cover a wide range of skills, including
communication and clinical decision-
making, makes it a valuable component of
medical
education[13,14].
However,
written assessments, such as multiple-
choice questions, remain essential for
evaluating theoretical knowledge and
ensuring a comprehensive understanding
of
medical
concepts[15,16].
The
integration of programmatic assessment,
which combines various assessment tools,
Universal International Scientific Journal
71
supports
continuous
learning
and
development by providing meaningful
feedback
and
fostering
self-directed
learning[17,18]. This approach aligns with
competency-based
education
models,
emphasizing the development of both
specific and transversal competencies
necessary
for
effective
medical
practice[15,18]. Therefore, an optimal
assessment strategy in medical education
should incorporate both written and
practical assessments, utilizing tools like
OSPE for practical skills and adaptive
assessments for theoretical knowledge, to
ensure a holistic evaluation of students'
competencies[16,19].
This
balanced
approach not only prepares students for
their future roles in healthcare but also
supports lifelong learning and professional
development.
Significance of innovations and
technology. Innovations such as virtual
simulations, artificial intelligence (AI)-
driven assessments, and digital tools have
significantly
transformed
pediatric
education, offering new avenues for
enhancing medical training. Virtual reality
(VR) simulations have been particularly
impactful in pediatric emergency training,
providing high-fidelity experiences that
improve clinical reasoning and procedural
skills. For instance, a study demonstrated
that VR simulations led to a significant
increase in medical students' knowledge,
with scores rising from 7.80 to 10.90 out of
12 points after participating in a VR
scenario involving a newborn with late-
onset sepsis[20]. Similarly, VR technology
is being used in pediatric hospitals for
preoperative planning, education, and pain
management, contributing to improved
patient
experiences
and
educational
outcomes[21]. AI is also playing a crucial
role in pediatric education by facilitating
curriculum design, creating individualized
study plans, and enhancing diagnostic
accuracy. AI tools have been integrated
into medical education to assist in
developing new teaching strategies and
providing real-time feedback, thereby
improving learning outcomes and clinical
skills[22,23]. Large language models
(LLMs), a subset of AI, are being utilized
to enhance curriculum design and provide
real-time feedback, although they come
with challenges such as potential biases
and ethical concerns[24]. The readiness of
educators and residents to incorporate AI
into pediatric education is evident, with a
majority
expressing
willingness
to
integrate these technologies into their
teaching tools[25]. Furthermore, AI and
machine learning are being used to develop
predictive models for various pediatric
conditions, such as bronchiolitis and
neonatal sepsis, highlighting the potential
of AI to revolutionize pediatric healthcare
and
education[26].
Simulation-based
education (SBE) has also been recognized
as an effective method for improving the
proficiency and competence of medical
professionals
in
pediatric
settings,
providing immersive environments for
active learning[27]. Overall, the integration
Universal International Scientific Journal
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of VR, AI, and other digital tools in
pediatric education is fostering a more
interactive, efficient, and effective learning
experience, preparing future healthcare
professionals to meet the demands of
modern medical practice[28].
CHALLENGES AND
RECOMMENDATIONS
Pediatric education faces several
challenges, including limited simulation
resources and variability in teaching
quality. These issues are compounded by
factors such as a shortage of trained
educators familiar with simulation-based
education, lack of infrastructure, and
insufficient
clinical
exposure
for
trainees[29–31]. Simulation-based medical
education (SBME) is recognized as a
valuable tool for overcoming these barriers
by providing a controlled environment for
practicing procedural skills and managing
emergencies, yet its implementation is
often hindered by logistical constraints and
resource limitations[29,30,32]. To address
these challenges, investing in technology
and infrastructure is crucial. High-fidelity
simulators and web-based platforms can
enhance the accessibility and quality of
simulation training, especially in resource-
constrained
settings[30,33].
Training
educators
is
another
critical
recommendation, as it ensures that
facilitators are well-equipped to deliver
effective
simulation-based
education.
Programs like PediSTARS in India
emphasize the importance of faculty
development to foster a culture of
simulation in healthcare education[31,31].
Additionally,
incorporating
student
feedback into the curriculum can help tailor
educational programs to better meet the
needs of learners, thereby improving
engagement and learning outcomes[33].
By addressing these areas, pediatric
education can be significantly enhanced,
leading to improved competency in clinical
practice
and
better
patient
care
outcomes[34,35]. Collaboration among
institutions to share resources and best
practices can further support these efforts,
ensuring that simulation-based education is
effectively
integrated
into
pediatric
training programs[32]. Pediatric education
has evolved significantly, with a growing
emphasis on competency-based models
and individualized learning experiences.
The Minnesota Method exemplifies the
shift toward frequent workplace-based
assessments
and
comprehensive
summative evaluations, providing a more
holistic understanding of student readiness.
However, its reliance on well-trained
faculty and consistent clinical exposures
underscores the need for adequate educator
preparation and institutional support.
OSCEs and Objective Structured
Practical Examinations (OSPEs) remain
cornerstones in evaluating clinical and
practical skills, offering reliability and
objectivity. Their structured nature allows
for detailed feedback and targeted skill
enhancement.
Nonetheless,
logistical
challenges, including time and resource
requirements, must be addressed to ensure
Universal International Scientific Journal
73
their
widespread
implementation.
Innovations like virtual reality (VR) and
artificial intelligence (AI) have introduced
transformative possibilities in pediatric
training[36,37]. VR simulations improve
clinical reasoning and procedural skills by
immersing learners in realistic scenarios,
while
AI-powered
tools
assist
in
personalized study plans, curriculum
design, and diagnostic training. However,
the ethical considerations, potential biases,
and high costs associated with these
technologies present challenges to their
integration, especially in resource-limited
settings[38-39].
Simulation-based
education bridges the gap between theory
and practice by offering a safe and
controlled environment for learning.
However, ensuring the accessibility of
high-fidelity simulators and adequately
training faculty are critical for its success.
Programs
that
focus
on
faculty
development
and
inter-institutional
collaboration,
such
as
PediSTARS,
provide
effective
frameworks
for
overcoming these barriers[40-43].
Conclusion. The integration of diverse
assessment
methods
and
emerging
technologies
in
pediatric
education
provides a robust framework for evaluating
medical students' knowledge and skills.
Methods
like
OSPE,
OSCE,
and
programmatic assessments, coupled with
tools like VR simulations and AI-driven
platforms,
ensure
a
comprehensive
approach to competency development.
However, challenges such as resource
constraints and variability in teaching
quality highlight the need for investment in
infrastructure, educator training, and
collaborative efforts among institutions.
By addressing these challenges, pediatric
education can be significantly enhanced,
equipping students with the skills and
knowledge required for modern medical
practice and improving patient care
outcomes.
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