EFFECTIVENESS OF DEVELOPING STUDENTS’ PRACTICAL COMPETENCIES IN CLINICAL DISCIPLINES BASED ON INTERACTIVE TEACHING METHODS

Abstract

This article presents a study devoted to investigating the implementation of the role-playing method in teaching clinical disciplines among second-year students of the Faculty of General Medicine at Tashkent State Medical University, as well as its significance in the development of students’ practical skills. In the study, groups 218-A and 218-B (30 students) were selected as the experimental group, while groups 219-A and 219-B (30 students) served as the control group. According to the results of the initial survey, the level of utilization of the role-playing method in teaching clinical disciplines was found to be very low. During a two-week intervention, doctor–patient scenarios were enacted in the experimental group using the role-playing method. The findings demonstrated that the role-playing method plays a significant role in developing students’ communication skills with patients, enhancing their ability to make independent decisions in clinical situations, and improving the application of theoretical knowledge in practice. Moreover, this method contributes to the formation of empathy, effective patient-centered communication, and appropriate approaches in complex clinical scenarios. Role-playing activities also positively influence student engagement by making lessons more dynamic and interactive, strengthening collaborative relationships within groups, and increasing professional motivation. The results of the study substantiate that the use of role-playing methods in teaching clinical disciplines is highly effective in developing students’ practical competencies and highlight the relevance of integrating interactive methods into medical education.