Methodology for Developing the Communicative and Ethical Competencies of Students in Teaching Palliative Oncology: A Comparative Institutional Study
Keywords:
palliative oncology, communicative competence, ethical competence, medical education, case-based learning, simulation, UzbekistanAbstract
The integration of communicative and ethical competencies into palliative oncology curricula remains a globally recognized challenge, particularly in Central Asian medical institutions. This study evaluated the effectiveness of an enhanced, multi-modal pedagogical methodology at the Fergana Medical Institute of Public Health (FMIOPH) compared with the conventional curriculum delivered at Andijan State Medical Institute (ASMI). A total of 134 mentally and physically healthy 5th-year students from FMIOPH constituted the intervention group, matched against an equivalent cohort at ASMI studying under an identical 5-year faculty structure. The intervention integrated structured role-play, case-based ethical reasoning, and supervised real-patient consultations into the standard oncology curriculum. Assessment outcomes across three modalities — case-based assessments, written tests, and real patient evaluations — demonstrated that FMIOPH students scored approximately 20% higher than their ASMI counterparts. Independent samples t-tests confirmed statistical significance across all three domains (p < 0.001), with large effect sizes (Cohen's d > 1.3). These findings indicate that structured communicative and ethical training materially improves competency outcomes in palliative oncology education.
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