METHODOLOGICAL CONDITIONS, DIDACTIC SUPPORT, AND A MODEL FOR DEVELOPING CLINICALDIAGNOSTIC COMPETENCE IN TEACHING OTORHINOLARYNGOLOGY
This article examines the methodological conditions, didactic support, and an integrative model for developing clinical-diagnostic
competence in future doctors within the framework of otorhinolaryngology education. Clinical-diagnostic competence is a key factor
ensuring accurate diagnosis of ENT diseases, effective differential diagnosis, and appropriate treatment decision-making. The theoretical
foundation of the study is based on constructivist learning theory, situated learning, and experiential learning concepts.
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