USME-based Case-Integrated Teaching in Master’s Programs: A Comparative Study from Uzbekistan
Keywords:
medical education, USME-based curriculum, case-based learning, master’s program, assessment, Uzbekistan, clinical reasoningAbstract
This study evaluated the effectiveness of a United States Medical Licensing Examination (USME)-oriented, case‑integrated curriculum introduced across all master’s programs at Fergana Medical Institute of Public Health (FMIPH) in Uzbekistan and compared outcomes with a traditional curriculum at Andijan State Medical Institute (ASMI). A total of 266 master’s students from 1st–3rd courses were included; 133 students at FMIPH were taught using block‑structured case sessions (up to 40 structured clinical cases per subject with USME-style assessments), while 133 ASMI students followed the standard national discipline‑based model. Primary outcomes included exam performance, pass rates, and student satisfaction over three academic years. FMIPH students demonstrated higher mean exam scores, higher pass rates, and greater satisfaction compared with ASMI peers. The findings support the feasibility of aligning Uzbek master’s curricula with USME‑type case‑based formats to enhance higher‑order clinical reasoning and assessment quality in postgraduate medical education.
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