BOLALAR KASALLIKLARI PROPEDEVTIKASI FANINI O‘QITISHDA AUDIO-AUSKULTATSION TRENING USULLARINING INTEGRATIV PEDAGOGIK YONDASHUV ORQALI KASBIY KOMPETENTLIKNI RIVOJLANTIRISH STRATEGIYALARI.

PEDIATRIK PROPEDEVTIKANI O‘QITISHDA AUDIO AUSKULTATSIYA

MASHG‘ULOTLARI USULLARI ASOSIDA INTEGRATIV PEDAGOGIK

YONDASHUVLAR ORQALI KASBIY KOMPETENSIYANI RIVOJLANTIRISH

STRATEGIYALARI

Mullajonov Hasanboy Ergashaliyevich, Farg‘ona Jamoat salomatligi tibbiyot instituti, Pediatriya-2 kafedrasi katta o‘qituvchisi, Farg‘ona, O‘zbekiston

Annotatsiya

KIRISH

zamonaviy tibbiy ta’lim tizimida bo‘lajak shifokorlarning kasbiy kompetentligini shakllantirish ustuvor vazifalardan biri hisoblanadi. Ayniqsa, bolalar kasalliklari propedevtikasi fanini o‘qitishda talabalarda klinik tafakkur, kuzatuvchanlik, tahliliy fikrlash va amaliy diagnostik ko‘nikmalarni rivojlantirish muhim ahamiyat kasb etadi. Pediatriya amaliyotida auskultatsiya usuli kasalliklarni erta aniqlashda asosiy diagnostik vositalardan biri bo‘lib, yurak va nafas tizimi tovushlarini to‘g‘ri eshitish, farqlash hamda talqin qilish yuqori malaka talab etadi. An’anaviy o‘qitish metodlari ko‘pincha nazariy bilimlarni berishga yo‘naltirilgan bo‘lsa, bugungi kunda integrativ pedagogik yondashuv asosida nazariya va amaliyotni uyg‘unlashtirish, innovatsion texnologiyalar hamda audio-auskultatsion trening usullaridan foydalanish orqali ta’lim samaradorligini oshirish zarurati ortib bormoqda. Mazkur maqolada bolalar kasalliklari propedevtikasi fanini o‘qitishda audio-auskultatsion trening usullarining kasbiy kompetentlikni rivojlantirishdagi ahamiyati ilmiy-pedagogik jihatdan asoslanadi.

MAQSAD

bolalar kasalliklari propedevtikasi fanini o‘qitishda audio-auskultatsion trening usullarini integrativ pedagogik yondashuv asosida qo‘llash orqali talabalarning kasbiy kompetentligini rivojlantirish strategiyalarini ishlab chiqish va ularning samaradorligini aniqlash.

MATERIALLAR VA METODLAR

tadqiqot jarayonida quyidagi metodlardan foydalanildi: pedagogik kuzatuv va monitoring; tajriba-sinov ishlari; diagnostik test va amaliy topshiriqlar; so‘rovnoma va suhbat; taqqoslash va statistik tahlil. Audioauskultatsion trening mashg‘ulotlarida yurak shovqinlari, o‘pka nafas tovushlari, patologik auskultativ belgilar yozilgan elektron platformalar, audio fayllar hamda simulyatsion manekenlardan foydalanildi. Integrativ pedagogik yondashuv asosida anatomiya, fiziologiya, patofiziologiya, pediatriya va klinik fanlar o‘rtasida fanlararo integratsiya ta’minlandi. Mashg‘ulotlar interaktiv metodlar (klinik vaziyatli masalalar, kichik guruhlarda ishlash, muammoli ta’lim) asosida tashkil etildi.

MUHOKAMA VA NATIJALAR

tadqiqot natijalari shuni ko‘rsatdiki, audioauskultatsion trening usullarini integrativ pedagogik yondashuv asosida qo‘llash talabalarda quyidagi kasbiy kompetensiyalarni samarali rivojlantiradi: klinik va diagnostik tafakkur; eshitish differensiasiyasi va auskultativ tovushlarni aniqlash qobiliyati; nazariy bilimlarni amaliyot bilan bog‘lash ko‘nikmasi; mustaqil va tezkor qaror qabul qilish malakasi; jamoaviy ishlash va kommunikativ kompetensiyalar. Tajriba guruhida o‘qitilgan talabalar natijalari nazorat guruhiga nisbatan yuqori ko‘rsatkichlarni namoyon etdi. Shuningdek, talabalar orasida fanga nisbatan qiziqish va motivatsiya oshgani, o‘zlashtirish darajasi yaxshilangani kuzatildi. Integrativ yondashuv ta’lim jarayonining tizimliligi va uzviyligini ta’minlab, o‘quv jarayonini samaraliroq tashkil etishga xizmat qildi.

XULOSA

bolalar kasalliklari propedevtikasi fanini o‘qitishda audio-auskultatsion trening usullarini integrativ pedagogik yondashuv asosida qo‘llash talabalarning kasbiy kompetentligini shakllantirish va rivojlantirishda samarali vosita hisoblanadi. Ushbu strategiya nazariy bilimlarni mustahkamlash, amaliy ko‘nikmalarni chuqurlashtirish hamda klinik tafakkurni rivojlantirishga xizmat qiladi. Kelgusida mazkur yondashuvni raqamli ta’lim texnologiyalari bilan boyitish va keng joriy etish maqsadga muvofiqdir.

Kalit so‘zlar: audio-auskultatsiya, interaktiv mashg‘ulotlar, klinik fikrlash, amaliy ko‘nikmalar, kasbiy kompetensiya, pediatriya ta’limi.

СТРАТЕГИИ РАЗВИТИЯ ПРОФЕССИОНАЛЬНОЙ КОМПЕТЕНТНОСТИ ЧЕРЕЗ

ИНТЕГРАТИВНЫЕ ПЕДАГОГИЧЕСКИЕ ПОДХОДЫ ПРИ ПРЕПОДАВАНИИ

ПРОПЕДЕВТИКИ ДЕТСКИХ БОЛЕЗНЕЙ С ИСПОЛЬЗОВАНИЕМ МЕТОДОВ

АУДИО-АУСКУЛЬТАЦИОННОГО ОБУЧЕНИЯ

Муллажонов Хасанбой Эргашалиевич, Ферганский институт общественного здравоохранения, кафедра педиатрии №2, старший преподаватель, Ферганаб Узбекистан

Аннотация

ВВЕДЕНИЕ

в современной системе медицинского образования формирование профессиональной компетентности будущих врачей является одной из приоритетных задач. Особенно важным является развитие клинического мышления, наблюдательности, аналитических навыков и практических диагностических умений у студентов при изучении педиатрической пропедевтики. Метод аускультации в педиатрической практике является одним из основных диагностических инструментов для раннего выявления заболеваний, требующих высокой квалификации для правильного прослушивания, распознавания и интерпретации сердечных и дыхательных шумов. Традиционные методы обучения зачастую ориентированы на передачу теоретических знаний, тогда как сегодня возрастает необходимость повышения эффективности обучения через интегративный педагогический подход, объединяющий теорию и практику, инновационные технологии и использование аудио-аускультационных тренингов. В статье научно-педагогически обоснована значимость аудио-аускультационных тренингов для развития профессиональной компетентности студентов при обучении педиатрической пропедевтике.

ЦЕЛЬ

разработка стратегий развития профессиональной компетентности студентов при обучении педиатрической пропедевтике на основе интегративного педагогического подхода с использованием аудио-аускультационных тренингов и оценка их эффективности.

МАТЕРИАЛЫ И МЕТОДЫ

в исследовании использовались педагогическое наблюдение и мониторинг, экспериментально-практические работы, диагностические тесты и практические задания, опросы и интервью, методы сравнения и статистический анализ. В аудио-аускультационных тренингах применялись электронные платформы, аудиозаписи сердечных шумов, дыхательных звуков и патологических аускультативных признаков, а также симуляционные манекены. Интегративный педагогический подход обеспечивал междисциплинарную интеграцию анатомии, физиологии, патофизиологии, педиатрии и клинических дисциплин. Занятия проводились с использованием интерактивных методов (клинические кейсы, работа в малых группах, проблемное обучение).

ОБСУЖДЕНИЕ И РЕЗУЛЬТАТЫ

результаты исследования показали, что применение аудио-аускультационных тренингов на основе интегративного педагогического подхода эффективно способствует развитию у студентов следующих компетенций: клинического и диагностического мышления; навыков слуховой дифференциации и распознавания аускультативных шумов; умения связывать теоретические знания с практикой; самостоятельного и быстрого принятия решений; командной работы и коммуникативных навыков. Экспериментальная группа показала более высокие результаты по сравнению с контрольной. Кроме того, наблюдалось повышение интереса к дисциплине и мотивации к обучению. Интегративный подход обеспечил системность и целостность учебного процесса, повысив его эффективность.

ЗАКЛЮЧЕНИЕ

использование аудио-аускультационных тренингов на основе интегративного педагогического подхода при обучении педиатрической пропедевтике является эффективным средством формирования и развития профессиональной компетентности студентов. Эта стратегия способствует укреплению теоретических знаний, углублению практических навыков и развитию клинического мышления. В перспективе целесообразно расширять применение данного подхода с использованием цифровых образовательных технологий.

Ключевые слова: аудио-аускультация, интерактивные занятия, клиническое мышление, практические навыки, профессиональная компетентность, педиатрическое образование.

STRATEGIES FOR DEVELOPING PROFESSIONAL COMPETENCE THROUGH

INTEGRATIVE PEDAGOGICAL APPROACHES IN TEACHING PEDIATRIC

PROPAEDEUTICS USING AUDIO-AUSCULTATION TRAINING METHODS

Mullajonov Hasanboy Ergashalievich, Senior Lecturer, Department of Pediatrics-2, Fergana Medical Institute of Public Health, Fergana, Uzbekistan

Annotation

INTRODUCTION

in modern medical education, developing the professional competence of future physicians is one of the priority tasks. Particularly in pediatric propedeutics, it is crucial to cultivate students’ clinical reasoning, observation skills, analytical thinking, and practical diagnostic abilities from early stages. Auscultation is one of the primary diagnostic tools in pediatric practice, requiring high proficiency to accurately hear, differentiate, and interpret heart and lung sounds for early disease detection. Traditional teaching methods often focus mainly on theoretical knowledge, while today there is a growing need to enhance educational effectiveness through integrative pedagogical approaches that combine theory and practice, innovative technologies, and audio-auscultation training methods. This article scientifically and pedagogically examines the importance of audio-auscultation training in developing students’ professional competence in pediatric propedeutics.

AIM

to develop strategies for enhancing students’ professional competence in pediatric propedeutics through integrative pedagogical approaches using audioauscultation training and to evaluate their effectiveness.

MATERIALS AND METHODS

the study employed pedagogical observation and monitoring, experimental-practical exercises, diagnostic tests and practical assignments, surveys and interviews, as well as comparative and statistical analysis. Audioauscultation training involved electronic platforms, recordings of heart sounds, lung sounds, and pathological auscultatory signs, as well as simulation mannequins. The integrative pedagogical approach ensured interdisciplinary integration between anatomy, physiology, pathophysiology, pediatrics, and clinical subjects. Sessions were conducted using interactive methods such as clinical case studies, small group work, and problembased learning.

DISCUSSION AND RESULTS

the study showed that applying audio-auscultation training within an integrative pedagogical framework effectively develops the following competencies in students: clinical and diagnostic reasoning; auditory differentiation and auscultatory sound recognition; the ability to apply theoretical knowledge in practice; independent and rapid decision-making; teamwork and communication skills. Students in the experimental group demonstrated higher outcomes compared to the control group. Additionally, students showed increased interest and motivation in the subject, as well as improved knowledge retention. The integrative approach provided systematization and coherence in the educational process, enhancing its overall effectiveness.

CONCLUSION

implementing audio-auscultation training through integrative pedagogical approaches in teaching pediatric propedeutics is an effective method for developing and enhancing students’ professional competence. This strategy strengthens theoretical knowledge, deepens practical skills, and fosters clinical reasoning. In the future, expanding this approach with digital educational technologies is recommended.

Keywords: audio auscultation, interactive training, clinical reasoning, practical skills, professional competence, pediatric education.

Children diseases propaedeutics medical of education important structural part to be, in the future pediatrician of experts professional readiness in formation main importance has. Through this science students children health and diseases diagnostics to do theoretical and practical the basics Modern medical education in the process not only theoretical knowledge, but practical skills development, student clinical thinking and professional competence to increase separately attention focus important. Last in years pedagogical research this shows that traditional lesson methods with limitation students active to learn, difficult clinical situations independent analysis to do enough attraction does not. Therefore, interactive methods, including audio -auscultation trainings integrative pedagogical approach through application student's practical skills noticeable at the level reinforcement and professional competence develop opportunity Audio -auscultation training methods Doctor -student in real clinical to situations brings together, different disease circumstances listening, characteristic sounds determination and diagnostic conclusions release processes teaches. Integrative pedagogical approach and theoretical knowledge practical training with harmony, education in the process analysis, discussion and reflection opportunities expands. In this way student's independent clinical thinking ability, patient with work skills and professional competence effective develops.

Children diseases propaedeutics science medical of education main structural part is considered. Through this science future pediatricians patient children's health and diseases detection, diagnosis to do and practical help show according to necessary knowledge and skills They occupy the present. on the day traditional lesson methods students complicated clinical situations independent analysis to do and decision acceptance to do enough attraction Therefore, audio -auscultation trainings and interactive pedagogical approaches through student's clinical thinking, practical skills and professional competence effective develop is a pressing issue. Article purpose children diseases propaedeutics science audio -auscultation in teaching training methods integrative pedagogical approach through application and students clinical thinking and practical skills develop strategies is to determine.

Audio -auscultation training medical of education effective pedagogical from the means one This is method through student not only theoretical knowledge, but practical skills reinforcement to the possibility has will be. Exercises student's intuition and to hear ability develops, characteristic sounds determination and analysis to do skills Pedagogical in terms of audio -auscultation training to the problem based teaching, interactive discussion and reflection methods with It is made to be awakened. In this way student complicated clinical situations analysis does, the most acceptable decisions chooses and professional competence Strengthens. Exercises theoretical knowledge practical exercises with awakens, the student independent thinking and mistakes analysis to do ability develops. Audio -auscultation training pediatrics in education patient with performance, characteristic symptoms determination and diagnostic conclusions release according to skills to increase service does. With this together, integrative pedagogical approach student's knowledge systematic and step by -step to develop opportunity creates. Student training during real clinical to situations is prepared, analysis and reflection through professional readiness increases. Pedagogical in process teacher's role supervisor and guide as manifestation will be, the student activity assessment and necessary recommendations to give opportunity This method creates through student own knowledge to practice implementation clinical thinking develop and patient safety provision skills occupies. Of the exercises pedagogical efficiency student's active participation, interactive methods and reflexive analysis through increases. In this way, audio -auscultation training pediatric professional competence development main to the tool turns. Audio -auscultation training efficiency assessment criteria

Table 1. Criterion Description Evaluation

method

Student's development Clinical thinking ability

Student complicated

symptoms analysis

can takes

Case study tasks Analysis and conclusions

release skills Diagnosis accuracy

Diseases right

determination

patient situations

do and diagnostic

accuracy Practical skills Auscultation and

palpation skills

Practical training To the patient appeal and

practical affairs Decision acceptance to do

Clinical options choice Role playing

games and

Strategic and fast

thinking Independent study

Knowledge

independent study

ability

Reflection and

personal affairs

Theoretical knowledge to

practice implementation

to grow

Interactive pedagogical approach student's active participation provides and knowledge practice with Audio auscultation- training this approach with when combined students complicated clinical situations analysis to do attraction Students group discussions, role games and simulation training through own thoughts based on, decided acceptance to do skills develops. With this together, interactive approach reflection and himself / herself assessment process encourages, the student professional readiness strengthens. Pedagogical in terms of, interactive methods theoretical knowledge practical exercises with harmonization, analysis and communication ability to increase service Audio -auscultation in training interactive approach student's intuition, hearing and analysis ability reinforcement opportunity gives. Student clinical situations listens, diagnostic options discussion does and the most acceptable the decision Interactive approach through student mistakes determines them analysis does and similar in the future in situations right decision acceptance to do skills develops. Pedagogical process during teacher supervisor and guide as active participation In this way interactive approach student's independent thinking and clinical competence to increase help gives. Integration theoretical knowledge practical training with to reconcile The student is focused on audio -auscultation. training during learned theoretical knowledge in real clinical practice in cases In this process to the problem based education and reflection methods is used. Student characteristic sounds listens, analyzes does and diagnostic conclusions Practical skills develop through student clinical in situations safe and effective to work Theoretical and practical of knowledge awakening student's professional readiness noticeable at the level increases. With this together, the student independent thinking ability will be developed and mistakes analysis to do skill Integration process pedagogical strategy as student's active study and experience through knowledge strengthen provides. Audio -auscultation training children diseases propaedeutics in teaching practical skills of formation effective tool This is a training. one how many in the round to be possible : real patient recordings, simulation programs, interactive audio exercises and podcasts. Real patient records to students characteristic sounds determination and to hear through diagnostic abilities develop opportunity gives. Student the patient's heart, lungs and other organs sounds listen to them analysis does and clinical conclusions Simulation programs safe in the environment student's mistakes determination and correction opportunity creates, as well as complex clinical situations safe under the circumstances exercise to do opportunity Interactive audio exercises student asset accordingly attraction does, problems solution to do and decision acceptance to do ability Podcasts theoretical knowledge reinforcement and independent to study encourages. In this way all kind of training each other fills in the student 's practical skills and professional competence Strengthens. Exercises during student own thoughts justifies, mistakes analysis does and reflection in the process knowledge further deepens. Pedagogical in process teacher supervisor and guide as active The student participates in audio -auscultation. training through clinical situations independent assessment and analysis to do skills develops. With this together, methodically various kind training student's analysis to do, to communicate to do and clinical decision acceptance to do ability increases. Exercises efficiency interactive methods and reflection with Students various clinical situations listening, diagnostic options discussion does and the most acceptable decisions In this way, audio -auscultation training pediatric professional competence in development important tool It will be.

Exercises effective transfer for students activity systematic organization to grow necessary. Group work, discussion, role games, simulation and audio exercises students clinical situations analysis to do attraction does. Student group inside various diagnostic options discussion makes a decision acceptance does and conclusions Teacher pedagogical guide as active participation will, the student activity observes and evaluates. In training interactive methods student's clinical thinking develops, practical skills strengthens and reflection to do ability Students will be able to experience real -life situations listening, characteristic symptoms determination and decision acceptance to do Group discussions through student other students with experience will exchange and own mistakes analysis This method does. with student's independent thinking and clinical decision acceptance to do skills is developed. In training interactive tasks student's active participation encourages. Student audio exercises through complicated clinical situations independent evaluation, analysis to do and decision acceptance to do learns. Pedagogical in process teacher student's mistakes determines and to correct directs. In this way student's practical skills and clinical thinking ability noticeable at the level increases. Exercises student's knowledge to practice implementation to grow skills develops. With this together, student reflection through own study process control does and professional preparation strengthens. Students activity development strategic directions Table 2. Direction Purpose Practical method Waiting result Group works Collaboration and

communication ability

increase

Group

do and clinical

assessment training

Safe in the environment

practical skills

programs

Errors correction and

practical preparation Interactive audio exercises

Diagnostic abilities

develop

Real patient

records and

exercises

Clinical reasoning and

analysis skills Podcasts Theoretical knowledge

reinforcement

Audio podcasts Independent study and

knowledge expansion Reflection Personal development

and professional

preparation

Personal affairs

and assessment

Himself / herself

assessment and

competence increase

Audio -auscultation training student's professional competence to develop service does. Student patient with performance, characteristic symptom and sounds determination, conclusions release and decision acceptance to do Integration and interactive methods theoretical and practical knowledge to reconcile help gives. Through this student clinical in situations safe work skills Exercise during student independent study and reflection to do through own knowledge strengthens the student 's clinical thinking ability developed, mistakes determination and correction skills is strengthened. Pedagogical process teacher by control will be done and individual recommendations for the student Audio -auscultation is given. training through student complicated situations assessment, decision acceptance to do and in practice application skills The student reflection in the process own experience analysis does and practical knowledge expands. With this together, method student's communication and cooperation ability develops. Competence development student's independent and responsible to work help gives. In this way student's professional readiness and clinical skills noticeable at the level increases. Students audio -auscultation activity training during is evaluated. Evaluation tests, real clinical situations analysis to do, group discussions and reflection through done is increased. Through this educators training efficiency determines and necessary changes Student enters. own development observes, mistakes analysis does and own competence Monitoring process pedagogical strategies to improve service does. Evaluation results student's practical skills and clinical thinking determination opportunity gives. Educators Individual approach to the student through supports the student. activity regular control will be done and development level is evaluated. In this way training efficiency increases, the student's professional readiness and knowledge to practice implementation to grow skills develops. Evaluation and monitoring system student's independent thinking, reflection and clinical decision acceptance to do skills to develop service does. With this together, educators your training methodical efficiency analysis does and improve measures defines.

Analyses this shows that audio -auscultation training and integrative pedagogical approach students clinical thinking, practical skills and professional competence effective develops. Pedagogical process interactive and integrated in the form organization to be Students reflection, group discussions and simulation training through knowledge strengthens. Evaluation and monitoring student own development observation and professional preparation to increase service On this basis pedagogical strategies develop and audio -auscultation exercises wide current to grow recommendation Exercises student's clinical thinking and practical skills increases, safe and effective work skills forms. Integrative approach student's theoretical and practical knowledge to reconcile help gives. Through this future pediatricians professional preparation high at the level occupies. Pedagogical conclusions of training efficiency and student's professional competence to develop service to do need. Student own study process control does and practical experience This way audio -auscultation training pediatrics in education effective tool as importance profession will reach.

Received audio auscultation results of training pediatrics in education important pedagogical tool that confirms. Traditional in classes auscultation often theoretical explanations with limited if yes, audio lessons to students clinical Realistic sounds for characters through perception to grow opportunity This gives clinical thinking process to deepen take comes. The results analysis to do this shows that audio auscultation training students analytical approach develops. Student heard the sound just determination with without limitation, its come exit the reasons to understand and clinical situation with tries to connect. This situation diagnostic of thinking in the formation important importance has.

Interactive and integrative approach with synchronized audio exercises student's active position provides. Student listener not, maybe problem analysis doer and solution seeker to the subject turns into. Group discussions and reflection processes through students own thoughts justifies, other point of view glances analysis does and clinical decision acceptance to do skills strengthens. Discussion results this shows that audio auscultation training safe education environment Students will be exposed to real patients. damage without delivering standing, complicated clinical situations exercise to do as much as possible has This is the case. their professional trust increases and future practical to activity preparation strengthens. So so, audio auscultation training pediatrics in education clinical thinking and practical skills to develop service doer effective methodology as is evaluated.

Transferred pedagogical observation and education in the process audio auscultation analysis training students clinical thinking and practical skills in formation effective that showed. Exercises during students auscultatory sounds to hear and analysis in doing more active participation symptoms in determining logical consistency manifestation did. Students clinical the situation in evaluation only separately signs not, maybe their each other taking into account the connection to take aspired.

Audio materials based on take visited training students attention concentration and to hear through information again work ability Students auscultatory signs comparison, distinction and to them suitable diagnostic conclusions in the release further act confidently started. Practical in training students patient status describe, describe decisions based on to give and discussion to do in the process active it has been. Results this showed that audio auscultation training theoretical of knowledge practical in situations to use comfortable conditions creates. Students own mistakes understand them analysis to do and next in situations not to repeat This situation their independent study and reflection skills is taking shape shows. Generally when receiving, audio auscultation training students in real clinical settings to situations in preparation positive pedagogical the results manifestation reached.

Research results this shows that children diseases propaedeutics science audio -auscultation in teaching training students clinical thinking and practical skills effective to develop help gives. Real patient recordings, simulation programs, interactive audio exercises and podcasts combination student's theoretical knowledge practice with to reconcile opportunity creates. Integrative pedagogical approach and interactive methods student's active participation provides, errors analysis to do and right clinical decision acceptance to do skills strengthens. Evaluation and monitoring processes and student's professional competence permanent accordingly develop and control to do service does. With this together, audio -auscultation training pedagogical in terms of student's communication, reflection and independent study It also increases the ability. In general in this case, methodical approach student's practical skills reinforcement, theoretical knowledge to practice implementation to grow and pediatric professional preparation effective in increasing important importance profession In the future pedagogical strategies develop and audio -auscultation exercises wide current to grow recommendation is done, because this method students clinical to situations preparation and professional competence increase effective tool is considered.

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