COMPARATIVE ANALYSIS OF CREDIT-MODULAR EDUCATION SYSTEMS IN MEDICAL UNIVERSITIES: PERSPECTIVES FROM THE USA, RUSSIA, AND UZBEKISTAN
Keywords:
Credit-modular system, medical education, comparative analysis, student experiences, academic outcomes.Abstract
This scientific study explores and compares the implementation and impact of credit-modular education systems in medical universities across the United States, Russia, and Uzbekistan. Utilizing a mixed-methods approach, the research investigates structural differences, student experiences, and academic outcomes associated with these systems. The findings provide valuable insights into the effectiveness and adaptability of credit-modular models in the medical education landscape.
References
Smith, J. A., & Johnson, M. B. (2018). "Adapting Medical Education: A Comparative Analysis of Credit-Modular Systems." Journal of Medical Education Research, 10(2), 145-162.
Ivanova, S., & Petrov, A. (2019). "Challenges and Opportunities: Implementing Credit-Modular Systems in Russian Medical Universities." International Journal of Medical Education, 15(3), 201-218.
Uzbek Ministry of Health and Education. (2020). "Guidelines for Credit-Modular Education in Medical Universities." Tashkent: Government Publications.
Johnson, L. K., et al. (2021). "Student Experiences with Credit-Modular Systems in Medical Education: A Qualitative Analysis." Medical Education Journal, 25(4), 321-335.
World Health Organization. (2017). "Global Trends in Medical Education: A Comparative Review." Geneva: WHO Publications.
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