METHODOLOGY FOR FORMING SURGICAL DECISION-MAKING COMPETENCE IN FUTURE DOCTORS

Abstract

This study aims to identify effective pedagogical mechanisms for forming surgical decision-making competence in future doctors. Since only theoretical knowledge is insufficient in modern medical education, it is crucial to teach students how to make correct and prompt decisions in real clinical situations. In the course of the study, an integrated learning model was developed and implemented, including simulation learning, problem-based learning (PBL), case-study, and debriefing methods. Based on a quasi-experimental design, 60 students were divided into two groups, and the results of the experimental and control groups were compared. The assessment process utilized OSCE, testing, and clinical situational tasks. The research results showed a significant increase in decision-making competence in the experimental group (p < 0.001). In particular, students achieved high results in clinical thinking, differential diagnosis, and the choice of surgical tactics. The results obtained confirm the superiority of innovative pedagogical approaches over traditional teaching methods and indicate the need for their wide implementation into the medical education system.