Keywords
pediatriya
PICO strategiyasi
kritik baholash
klinik yo‘riqnomalar
elektron ma’lumotlar bazalari
keys-stadi
Miller piramidasi
Styudent t- mezoni
Pirson χ² mezoni
effekt hajmi
talaba.
How to Cite
Abstract
Tadqiqot maqsadi — tibbiy ta’limda dalillarga asoslangan tibbiyot (evidence-based medicine, EBM) tamoyillarini o‘qitishning mualliflik metodik modeli samaradorligini an’anaviy ta’lim modeli bilan qiyosiy baholash. Tadqiqot metodlari. Prospektiv, nazorat guruhi bilan taqqoslangan pedagogik tajriba-sinov O‘zbekistonning uchta oliy tibbiyot ta’lim muassasasida — Farg‘ona jamoat salomatligi tibbiyot instituti, Andijon davlat tibbiyot instituti va Toshkent tibbiyot akademiyasi Urganch filialida — «Pediatriya ishi» yo‘nalishi 4-bosqich talabalari ishtirokida o‘tkazildi (n=330). Ishtirokchilar tajriba (n=167) va nazorat (n=163) guruhlariga taqsimlandi. Kompetensiya darajasi oldindan belgilangan olti mezon bo‘yicha uch bosqichli shkalada (yuqori — 3 ball, o‘rta — 2 ball, past — 1 ball) tajriba avvalida va tajriba so‘ngida baholandi. Statistik tahlilda Styudent t-mezoni, Pirsonning χ² muvofiqlik mezoni, dispersiya va variatsiya ko‘rsatkichlari hamda 95% ishonch oraliqlari qo‘llanildi. Tadqiqot natijalari. Boshlang‘ich bosqichda guruhlar gomogen bo‘lgan (o‘rtacha ball 1,78 va 1,73; p>0,05). Tajriba so‘ngida tajriba guruhida o‘rtacha ball 2,16, nazorat guruhida 1,76 ni tashkil etdi (t=5,13; df=328; p<0,001); natijalar taqsimotidagi farq ahamiyatli bo‘ldi (χ²=28,97; df=2; p<0,001; Cramér V=0,30). Past darajadagi talabalar ulushi tajriba guruhida 43,1% dan 16,2% ga kamaydi. Xulosalar. Mualliflik modeli kompetensiyalarni shakllantirishda an’anaviy modeldan statistik va amaliy jihatdan ahamiyatli darajada samaraliroq bo‘lib, tibbiyot oliy ta’lim muassasalari o‘quv jarayoniga joriy etish uchun tavsiya etiladi.References
1. Tibbiy ta’limda dalillarga asoslangan tibbiyot tamoyillarini o‘qitishning takomillashtirilgan metodik modeli tajriba guruhida o‘rtacha o‘zlashtirish ko‘rsatkichini nazorat guruhiga nisbatan 13,4% ga oshirdi (2,16 va 1,76 ball; t=5,13; df=328; p<0,001).
2. Guruhlar natijalari taqsimotidagi farq statistik ahamiyatli bo‘lib (χ²=28,97; df=2; p<0,001), o‘qitish metodikasining farqi bilan izohlanadi; effekt hajmi o‘rtacha (Cramér V=0,30; Cohen d=0,56).
3. Past darajadagi respondentlar ulushi tajriba guruhida 43,1% dan 16,2% ga kamaydi, «yuqori + o‘rta» darajaga erishish nisbiy ehtimoli 1,47 barobarga oshdi (95% ISh 1,27–1,70).
4. O‘qitish samaradorligi koeffitsienti 1,23 (>1) va bilish darajasi ko‘rsatkichi 0,23 (>0) mezon qiymatlaridan yuqori bo‘lib, modelning pedagogik samaradorligini tasdiqlaydi.
5. Model tibbiyot oliy ta’lim muassasalarining «Pediatriya ishi» yo‘nalishi o‘quv jarayoniga joriy etish uchun tavsiya etilishi mumkin; keyingi bosqichda uni klasterli randomizatsiyalangan dizaynda va uzoq muddatli saqlanuvchanlik nazorati bilan tasdiqlash maqsadga muvofiq. ADABIYOTLAR RO‘YXATI (REFERENCES)
1. Sackett D.L., Rosenberg W.M., Gray J.A., Haynes R.B., Richardson W.S. Evidence based medicine: what it is and what it isn’t // BMJ. – 1996. – Vol. 312, №7023. – P. 71–72.
2. Evidence-Based Medicine Working Group. Evidence-based medicine. A new approach to teaching the practice of medicine // JAMA. – 1992. – Vol. 268, №17. – P. 2420–2425.
3. Guyatt G.H., Oxman A.D., Vist G.E., et al. GRADE: an emerging consensus on rating quality of evidence and strength of recommendations // BMJ. – 2008. – Vol. 336, №7650. – P. 924–926.
4. Dawes M., Summerskill W., Glasziou P., et al. Sicily statement on evidence-based practice // BMC Medical Education. – 2005. – Vol. 5. – Art. 1.
5. Miller G.E. The assessment of clinical skills/competence/performance // Academic Medicine. – 1990. – Vol. 65, №9 (Suppl.). – P. S63–S67.
6. Ахмадалиева М., Ахмадалиев Ш. Обучение педиатрии на основе доказательной медицины // Медицина в эпоху больших вызовов: материалы конференции «Quid est veritas». – Иваново: Ивановский государственный медицинский университет, 2024. – С. 7–11. (Akhmadalieva M., Akhmadaliev Sh. Teaching paediatrics on the basis of evidence-based medicine)
7. O‘zbekiston Respublikasi Prezidentining 2025-yil 22-apreldagi PQ-149-son qarori «Tibbiyot sohasida kadrlar tayyorlash tizimini tubdan takomillashtirish chora-tadbirlari to‘g‘risida» // Lex.uz – O‘zbekiston Respublikasi qonun hujjatlari ma’lumotlari milliy bazasi. (Resolution of the President of the Republic of Uzbekistan No. PQ-149 of 22 April 2025) https://lex.uz
8. Salomov Sh., Aliyev H. Tibbiy ta’limni rivojlantirishda innovatsion texnologiyalarning o‘rni: konferensiya materiallari. – 2024. – B. 145–148. (The role of innovative technologies in the development of medical education) DOI: 10.5281/zenodo.11097591.
9. Egamov S., Xo‘jamurodov J. Tibbiyot talabalarini o‘qitishda virtual reallik texnologiyalaridan foydalanish // Journal of Science-Innovative Research in Uzbekistan. – 2025. – Vol. 3, №6. – B. 661–665. (The use of virtual reality technologies in teaching medical students) DOI: 10.5281/zenodo.15767284.
10. Nematova M.R. Somatik kasalliklar va homiladorlik: dalillarga asoslangan tibbiyot yondashuvi asosida ta’lim jarayonini takomillashtirish // Development of science. – 2025. – №5, Vol. 2. – B. 14–19. (Somatic diseases and pregnancy: improving the educational process on the basis of an evidence-based medicine approach)
11. Kadirbayeva M.T. OSCE metodikasi asosida «Homiladorlik vaqtida qon ketishlar» mavzusini o‘qitishning ilmiy-pedagogik asoslari // Development of science. – 2025. – №5, Vol. 2. – B. 9–13. (Scientific and pedagogical foundations of teaching the topic “Bleeding during pregnancy” using the OSCE methodology)
12. Аскарова Ф., Ахмадалиев Ш.Ш. Искусственный интеллект в педиатрии: как он помогает врачу принимать решения, оценивать риски и прогнозировать состояние ребёнка // Журнал клинической и профилактической медицины. – 2026. – Т. 1, №1. – С. 188. (Artificial intelligence in paediatrics: how it helps the physician to make decisions, assess risks and predict the child’s condition)
13. Harden R.M., Gleeson F.A. Assessment of clinical competence using an objective structured clinical examination (OSCE) // Medical Education. – 1979. – Vol. 13, №1. – P. 41–54.
14. Cohen J. Statistical Power Analysis for the Behavioral Sciences. – 2nd ed. – Hillsdale, NJ: Lawrence Erlbaum Associates, 1988. – P. 567.
15. Cronbach L.J. Coefficient alpha and the internal structure of tests // Psychometrika. – 1951. – Vol. 16, №3. – P. 297–334.