Impact of Modern Teaching Methods on OSCE Performance in Undergraduate Medical Students: A Comparative Study
Keywords:
OSCE, medical education, modern teaching methods,, undergraduate students, clinical competency, Uzbekistan, FMIOPHAbstract
Background: Modern pedagogical strategies are increasingly recognized as pivotal in shaping clinical competency among undergraduate medical students. This study evaluated the effect of contemporary teaching methods on Objective Structured Clinical Examination (OSCE) performance among students at the Fergana Medical Institute of Public Health (FMIOPH). Methods: A prospective comparative study was conducted involving 178 undergraduate medical students at FMIOPH, compared with an equivalent cohort at Andijan State Medical Institute (ASMI). OSCE scores across six standardized stations were collected and analyzed. Results: FMIOPH students consistently outperformed ASMI students by approximately 15–20% across all OSCE stations (p < 0.001). The overall mean score for FMIOPH was 86.5% compared to 70.1% for ASMI. Conclusion: Integration of modern instructional methods, including problem-based learning, simulation, and formative assessments, significantly improved clinical competency as measured by OSCE outcomes.
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