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

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.

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.