Breaking Boundaries: Innovative Educational Environments in

Medicine

M. M. Rustamov, Q. X. Anorboyev, E. A. Mamajonova , M. E. Abdullayeva and F. A. Fozilov

Andijan State Medical Institute, Andijan, Uzbekistan

Keywords: Innovation, Medical Education, Healthcare Professionals, Curriculum Design, Learning Environments

Abstract: Innovation in medical education is crucial to prepare healthcare professionals for the changing demands of

patients and society. This article delves into the significance of establishing an innovative educational

atmosphere within medical higher education institutions and suggests strategies to encourage innovation in

curriculum design, teaching methods, assessment techniques, and learning environments. Drawing upon

educational theory, cognitive science, and exemplary practices in medical education, this article provides

practical guidance for educators and administrators aiming to nurture innovation and flexibility in medical

education.

1 INTRODUCTION

Innovative educational environment as a set of

innovations introduced in an educational institution,

through which professional activities of teachers are

carried out, an innovative educational environment is

a set of educational content, forms, methods, and

tools aimed at forming an innovative personality of

students, based on the implementation of modern

scientific and technical achievements in the

educational process of a higher educational institution

and capable of making creative decisions in the

professional sphere. The use of innovative

pedagogical models: 1. Using innovative educational

technologies to transform traditional didactic models

into innovational models. 2. Individualization of

educational processes on the basis of digital

technologies, development of distance education

services, extensive implementation in practice of the

"flipped classroom" model of webinar, online,

blended learning technology. Identifying innovation

in medical education settings and identifying its

importance in addressing emerging health problems

(Kim et at 2015, Leng et al 2001, Monaha et al 2008).

This article also explores the barriers to innovation in

medical education and strategies to overcome them.

Learning innovative teaching methodology is

problem-based learning, turn-based classes, and

simulation-based learning. The advantages of active

educational approaches in the development of critical

thinking, clinical problem-solving, and effective

learning skills in medical education are highlighted,

implementation of innovative assessment practices

that measure not only knowledge acquisition but also

clinical competence and professionalism are

established as important tasks of today.

2 RESEARCH METHODOLOGY

In recent years, a systematic approach to process

research has been playing an important role in the

field of pedagogy. This is because the systematic

approach makes it possible to adequately expand the

level of scientific knowledge, achieve a large-scale

synthesis of scientific knowledge, and form a holistic

picture of the phenomenon and objects under study.

This can be achieved by applying logical and

methodological tools applied to a particular research

object in different areas of science. To improve the

existing educational environment in the medical

higher educational institution, an assessment of needs

was carried out to identify gaps and directions.

Surveys, experimental groups, and data analysis have

been used to collect data from various stakeholders

and assess their needs and preferences. The

questionnaire is designed to learn about the

participants' use of technologies based on innovative

educational technologies in teaching and learning.

Rustamov, M., Anorboyev, Q., Mamajonova, E., Abdullayeva, M. and Fozilov, F.

Breaking Boundaries: Innovative Educational Environments in Medicine.

DOI: 10.5220/0012840800003882

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 2nd Pamir Transboundary Conference for Sustainable Societies (PAMIR-2 2023), pages 303-305

ISBN: 978-989-758-723-8

303

Table 1: Effects of Experimental Conditions on Group Outcomes.

Score

Experimental groups Control groups

At the

beginning of

the

eriment

% At the end of

the

experiment

% At the

beginning of

the

eriment

% At the end

of the

experiment

5 15 20 20 26,7 12 16 14 18,7

4 30 40 40 53,3 38 50,7 40 53,3

3 20 26,7 15 20 15 20 12 16

2 10 23,3 0 0 10 13,3 9 12

Total: 75 100 75 100 75 100 75 100

3 RESULT AND DISCUSSION

When conducting the study, three main assessment

criteria were used when assessing the knowledge of

students. First, the development of motivational

competencies. The realization of the need for the

development of professional competence as a

component of readiness for work activity of the future

medical specialist, the readiness to show

competencies that are formed in the process of work,

the need for the independent development of

competencies in the field of their profession.

Secondly, the degree of development of cognitive

competencies. Next, the degree of development of

competencies in reflexive and cognitive intuition has

been determined. The results of the general

assessment of students by the groups in which the

experiment was conducted.

On the basis of the data presented in the table, it is

possible to come to the following hulosa and can be

isochated as follows. So, (100%-92%)=8% the data

from the experiment shows that the average

acquisition in the experimental group has increased

by 8%, as can be seen from the acquisition rate in the

control group. From this it can be concluded that it

can be seen that the indicator of the experimental

group increased by 8% compared to that of the control

group.

Innovative educational methods have led to an

increase in the efficiency of mastering the average

strength of student knowledge by an average of 8%.

One of the main reasons for the increase in the

strength of student knowledge in experimental test

groups can be considered as the result of the

activation of the circle of knowledge in students due

to the use in education of electronic versions, whose

didactic, methodological, and technical

characteristics were improved from innovative

educational methods based on digital technologies of

distance learning. In the innovative educational

environment, the organization of lesson processes

assumes the study of the distance learning

environment, the creation of Integrated Information

and educational resources as a factor enhancing the

quality of education in individualization. In such an

environment, we consider it necessary to carry out the

following scientific and methodological tasks aimed

at further improving the quality of teaching students:

to achieve the use of individualization methods based

on digital technologies in higher education

institutions; development of electronic educational

and methodological support and methodology for its

use, which allows the use of digital technologies in

the process of distance learning in the higher

education system; development and implementation

of a web system that serves to form the skills of

Educators of distance education directions and the use

of digital technologies in students.

4 CONCLUSION

In conclusion, creating innovative educational

methods in medical higher education institutions is

essential for preparing future healthcare professionals

to thrive in a rapidly evolving healthcare landscape.

By embracing technology, active learning

approaches, interdisciplinary collaboration, and

faculty development, institutions can foster a culture

of innovation that enhances student learning

outcomes, improves patient care, and drives positive

change in healthcare delivery. Summarizing the key

PAMIR-2 2023 - The Second Pamir Transboundary Conference for Sustainable Societies- | PAMIR

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components of the framework for creating innovative

educational environments in medical higher

education institutions and outlining future directions

for research and practice. This section underscores

the transformative potential of innovation in medical

education for advancing healthcare outcomes and

improving patient care.

ACKNOWLEDGMENT

The authors thank the official representatives of the

Andijan State Medical Institute for creating the

necessary conditions for the implementation of this

research work.

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