TECHNOLOGIES FOR DEVELOPING CLINICAL SKILLS IN MEDICAL EDUCATION: OSCE, SIMULATION CENTERS, CLINICAL SCENARIOS, AND CHECKLISTS.
Keywords:
clinical skills, OSCE, simulation-based medical education, clinical scenarios, checklists, competency-based assessment, medical pedagogyAbstract
Background: Contemporary medical education demands competency-based approaches that ensure verifiable clinical skills in graduates. The integration of structured assessment tools and simulation-based learning has become a cornerstone of high-quality medical pedagogy globally. Objective: This study evaluates the pedagogical effectiveness of OSCE, simulation centers, clinical scenarios, and standardized checklists in undergraduate medical training at Tashkent State Medical University. Methods: A mixed-methods study involved 246 fourth- and fifth-year students divided into an intervention group (IG, n=123) and a control group (CG, n=123) over two academic years (2022–2024). OSCE scores, Clinical Confidence Scale ratings, procedural accuracy, and inter-rater reliability were measured. Results: IG students achieved significantly higher post-intervention OSCE scores (81.7 ± 6.2 vs. 68.4 ± 8.1; p<0.001, d=1.82). Simulation exposure correlated strongly with clinical confidence (r=0.71). Checklist implementation reduced inter-rater variability by 38% (Kappa: 0.54 → 0.84). Conclusion: Structured clinical skills technologies substantially enhance competency outcomes and assessment reliability in undergraduate medical education.
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