ENHANCING LEARNING OUTCOMES IN UNDERGRADUATE MEDICAL EDUCATION: A COMPARATIVE STUDY AT THE FERGANA MEDICAL INSTITUTE OF PUBLIC HEALTH
Keywords:
Medical education, student-centered learning, active learning, undergraduate training, academic achievement, teaching strategies, learning outcomesAbstract
Background: Contemporary medical education increasingly emphasizes student-centered instructional strategies to improve learning outcomes and learner engagement. However, empirical evidence from regional medical institutions remains limited.
Objective: This study evaluated the effectiveness of an enhanced instructional approach compared with traditional lecture-based teaching among undergraduate medical students at the Fergana Medical Institute of Public Health.
Methods: A quasi-experimental study was conducted involving 158 medical students divided into an intervention group (n = 79) and a control group (n = 79). The intervention group received active, student-centered instruction, while the control group was taught using conventional lectures. Academic performance was assessed through a standardized final examination, and student perceptions were evaluated using a structured questionnaire.
Results: Students in the intervention group achieved significantly higher examination scores and pass rates than those in the control group (p < 0.05). They also reported greater engagement, motivation, and overall satisfaction with the learning process.
Conclusion: Enhanced, student-centered instructional strategies significantly improve academic performance and learner experience in undergraduate medical education, supporting their broader integration into medical curricula.
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