Interactive Methods in Foreign Language Teaching for Medical Students: A Comparative OSCE-Based Assessment at Two Uzbek Medical Universities
Keywords:
interactive teaching, foreign language, medical education, OSCE, assessment, Uzbekistan, competencyAbstract
Foreign language proficiency is an essential competency for modern medical graduates, yet assessment of language acquisition through performance-based tools remains underutilized in Central Asian medical education. This prospective comparative study evaluated the effectiveness of interactive teaching methods in foreign language education among 126 second-year medical students at the Fergana Medical Institute of Public Health (FMIOPH) against a control cohort of 118 students at Andijan State Medical Institute (ASMI), both following an identical foreign language curriculum. The FMIOPH cohort was exposed to a structured program of interactive methods including role-play, case-based discussion, flipped classroom, and peer-teaching approaches, while ASMI students received conventional lecture-based instruction. Outcome assessment was performed using the Objective Structured Clinical Examination (OSCE), adapted for foreign language competency across five domains: vocabulary and terminology, clinical communication, reading comprehension, oral presentation, and written expression. FMIOPH students achieved composite OSCE scores 18% higher than their ASMI counterparts (73.9 ± 8.6 vs. 61.1 ± 8.8; t(242) = 11.51, p < 0.001; Cohen's d = 1.47). These findings demonstrate that interactive pedagogical strategies substantially enhance foreign language acquisition and functional language performance in undergraduate medical training.
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