EXPERIMENTAL VALIDATION OF THE INTEGRATIVE CLINICAL COMPETENCE DEVELOPMENT MODEL: EVIDENCE FROM THREE UZBEK MEDICAL INSTITUTIONS
Keywords:
ICCDM, experimental study, clinical competency, quasi-experimental design, Student's t-test, medical education, Uzbekistan, USMLE, effectiveness, integrative methodologyAbstract
This article reports the findings of a quasi-experimental study evaluating the effectiveness of the Integrative Clinical Competence Development Model (ICCDM) in developing clinical competency among future physicians at three medical institutions in Uzbekistan. The study involved 465 students enrolled in clinical medicine programs at Fergana Public Health Medical Institute, Andijan State Medical Institute, and Bukhara State Medical Institute. Using a pre-test/post-test control group design, the research assessed student competency development across four criteria—motivational, cognitive, communicative-activity, and perceptual-reflective—before and after implementation of the ICCDM. Statistical analysis using Student's t-test confirmed statistically significant improvements in the experimental group across all four criteria, with an overall effectiveness coefficient of 1.14–1.15 (14–15% improvement over the control group). These findings provide robust empirical support for the ICCDM's effectiveness and its suitability for broad adoption in Uzbekistan's medical education system.
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Azerbaijan
Türkiye
Uzbekistan
Kazakhstan
Turkmenistan
Kyrgyzstan
Republic of Korea
Japan
India
United States of America
Kosovo