Keywords
Abstract
Ushbu maqolada tibbiy ta’limda klinik ko‘nikmalarni shakllantirish uchun qo‘llaniladigan to‘rtta asosiy texnologiya — Ob’ektiv Strukturlashtirilgan Klinik Imtihon (OSCE), simulyatsion markazlar, klinik stsenariylar va chek-listlar — metodologik jihatdan qiyosiy tahlil etilgan. Tahlil xalqaro adabiyotlar, jahon tibbiy ta’limi tajribasi va O‘zbekiston kontekstidagi qo‘llanilish tendensiyalari asosida amalga oshirildi. Har bir texnologiyaning nazariy asosi, metodologik kuchli va zaif tomonlari, Miller piramidasining qaysi bosqichlariga muvofiqligi va kombinatsiyalashgan qo‘llanilish imkoniyatlari ko‘rsatilgan. Xulosa qilib aytganda, ushbu metodlarni integratsiyalashgan tarzda qo‘llash tibbiy ta’limda klinik ko‘nikmalar sifatini sezilarli darajada yaxshilash imkonini beradi.
References
Harden, R.M., Stevenson, M., Downie, W.W., & Wilson, G.M. (1975). Assessment of clinical competence using objective structured examination. British Medical Journal, 1(5955), 447–451. https://doi.org/10.1136/bmj.1.5955.447
2. Harden, R.M., & Gleeson, F.A. (1979). Assessment of clinical competence using an Objective Structured Clinical Examination (OSCE). Medical Education, 13(1), 39–54. https://doi.org/10.1111/j.1365-2923.1979.tb00918.x
3. Issenberg, S.B., McGaghie, W.C., Petrusa, E.R., Gordon, D.L., & Scalese, R.J. (2005). Features and uses of high-fidelity medical simulations that lead to effective learning: A BEME systematic review. Medical Teacher, 27(1), 10–28. https://doi.org/10.1080/01421590500046924
4. Miller, G.E. (1990). The assessment of clinical skills/competence/performance. Academic Medicine, 65(9), S63–S67. https://doi.org/10.1097/00001888-199009000-00045
5. Ericsson, K.A. (2008). Deliberate practice and acquisition of expert performance. Academic Emergency Medicine, 15(11), 988–994. https://doi.org/10.1111/j.1553-2712.2008.00227.x
6. Kolb, D.A. (1984). Experiential Learning: Experience as the Source of Learning and Development. Englewood Cliffs, NJ: Prentice-Hall.
7. Vygotsky, L.S. (1978). Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press.
8. Fanning, R.M., & Gaba, D.M. (2007). The role of debriefing in simulation-based learning. Simulation in Healthcare, 2(2), 115–125. https://doi.org/10.1097/SIH.0b013e3180315539
9. Haynes, A.B., et al. (2009). A surgical safety checklist to reduce morbidity and mortality in a global population. New England Journal of Medicine, 360(5), 491–499. https://doi.org/10.1056/NEJMsa0810119
10. Cooke, M., Irby, D.M., & O‘Brien, B.C. (2010). Educating Physicians: A Call for Reform of Medical School and Residency. San Francisco: Jossey-Bass.
11. Kohn, L.T., Corrigan, J.M., & Donaldson, M.S. (Eds.). (2000). To Err is Human: Building a Safer Health System. Washington, DC: National Academy Press.
12. Swanson, D.B., & Norman, G.R. (1995). Factors influencing reproducibility of tests using standardized patients. Teaching and Learning in Medicine, 7(3), 158–163. https://doi.org/10.1080/10401339509539734
13. Norcini, J., et al. (2018). 2018 consensus framework for good assessment. Medical Teacher, 40(11), 1102–1109. https://doi.org/10.1080/0142159X.2018.1500016
14. McGaghie, W.C., et al. (2011). Does simulation-based medical education with deliberate practice yield better results than traditional clinical education? Academic Medicine, 86(6), 706–711. https://doi.org/10.1097/ACM.0b013e318217e119
15. Cook, D.A., et al. (2012). Comparative effectiveness of technology-enhanced simulation versus other instructional methods. Simulation in Healthcare, 7(5), 308–320. https://doi.org/10.1097/SIH.0b013e3182614f95
16. Epstein, R.M. (2007). Assessment in medical education. New England Journal of Medicine, 356(4), 387–396. https://doi.org/10.1056/NEJMra054784
17. Gaba, D.M. (2004). The future vision of simulation in health care. Quality and Safety in Health Care, 13(Suppl 1), i2–i10. https://doi.org/10.1136/qshc.2004.009878
18. Scalese, R.J., Obeso, V.T., & Issenberg, S.B. (2008). Simulation technology for skills training and competency assessment in medical education. Journal of General Internal Medicine, 23(S1), 46–49. https://doi.org/10.1007/s11606-007-0283-4
19. WHO. (2009). WHO Surgical Safety Checklist and Implementation Manual. Geneva: WHO Press. https://www.who.int/teams/integrated-health-services/patient-safety/research/safe-surgery
20. O‘zbekiston Respublikasi Vazirlar Mahkamasi. (2019). “Sog’lom avlod” milliy konsepsiyasi va tibbiy ta’limni isloh qilish to‘g’risida qaror. https://lex.uz
21. Toshmatov, R.A. (2021). Simulyatsion ta’lim markazlari shakllantirishning metodologik asoslari. Toshkent: Tibbiyot nashriyoti.
22. Karimova, N.I., Yusupov, M.T., & Tursunov, S.B. (2022). OSCE metodologiyasini O‘zbekiston tibbiy oliy ta’lim muassasalarida joriy etish tajribasi. O‘zbekiston tibbiyot jurnali, 4(3), 112–121.
23. Akramova, L.Yu. (2023). Til va kommunikatsiya ko‘nikmalari tibbiy ta’limda: chek-list va OSCE integratsiyasi. TDTU ilmiy to‘plami, 11(2), 88–97.
24. Sultanov, A.R., & Nazarov, F.I. (2020). Chek-listlar yordamida klinik ko‘nikmalarni baholash: metodologik yondashuv. Tibbiyot va sog’liqni saqlash, 15(1), 33–44.
25. Ryall, T., Judd, B.K., & Gordon, C.J. (2016). Simulation-based assessments in health professional education: A systematic review. Journal of Multidisciplinary Healthcare, 9, 69–82. https://doi.org/10.2147/JMDH.S92695