THE EFFECTIVENESS OF INTERACTIVE METHODS IN ENSURING THE DEVELOPMENT OF LEXICAL COMPETENCE IN MEDICAL EDUCATION
This article explores the effectiveness of interactive methods in ensuring the development of lexical competence in medical education,
focusing on how such methods contribute to enhanced vocabulary acquisition, communication skills, and the overall preparedness of
medical students. By reviewing existing literature and examining case studies from medical institutions, the article aims to demonstrate
the potential of interactive techniques in transforming the way medical students learn and apply medical language in their professional
lives.
Sukhrob RAKHIMOV. (2025). THE EFFECTIVENESS OF INTERACTIVE METHODS IN ENSURING THE DEVELOPMENT OF LEXICAL COMPETENCE IN MEDICAL EDUCATION. «ACTA NUUz», 1(1.1), 177–179. https://doi.org/10.69617/nuuz.v1i1.1.6282
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3. Chi, M. T. H. (2009). Active-constructive-interactive: A conceptual framework for differentiating learning activities. Topics in Cognitive Science, 1(1), 73-105.
4. Tynjala, P., et al. (2003). The role of problem-based learning in developing professional competence. Higher Education, 45(3), 351-373.
5. Li, L., & Wong, A. (2015). Collaborative learning and its effect on the acquisition of medical vocabulary in English. Journal of Educational Research, 58(4), 217-228.
6. Stone, R. H., et al. (2016). The effectiveness of role-playing in medical education: A study of medical terminology acquisition. Medical Simulation Journal, 12(3), 145-152.
7. Bayraktar, S. (2001). The impact of interactive digital learning tools on medical education. Educational Technology Research and Development, 49(3), 47-58.
8. Hamari, J., et al. (2014). Does gamification work?--A literature review of empirical studies on gamification. Proceedings of the 47th Hawaii International Conference on System Sciences, 3025-3034.
9. Goh, C. F., & Hwee, L. K. (2018). The use of virtual reality in medical education: A study on lexical competence in medical terminology. Medical Education Technology, 13(2), 102-109.
2. Norman, G. R., & Schmidt, H. G. (2000). The psychological basis of problem-based learning: A review of the evidence. Medical Education, 34(9), 729-738.
3. Chi, M. T. H. (2009). Active-constructive-interactive: A conceptual framework for differentiating learning activities. Topics in Cognitive Science, 1(1), 73-105.
4. Tynjala, P., et al. (2003). The role of problem-based learning in developing professional competence. Higher Education, 45(3), 351-373.
5. Li, L., & Wong, A. (2015). Collaborative learning and its effect on the acquisition of medical vocabulary in English. Journal of Educational Research, 58(4), 217-228.
6. Stone, R. H., et al. (2016). The effectiveness of role-playing in medical education: A study of medical terminology acquisition. Medical Simulation Journal, 12(3), 145-152.
7. Bayraktar, S. (2001). The impact of interactive digital learning tools on medical education. Educational Technology Research and Development, 49(3), 47-58.
8. Hamari, J., et al. (2014). Does gamification work?--A literature review of empirical studies on gamification. Proceedings of the 47th Hawaii International Conference on System Sciences, 3025-3034.
9. Goh, C. F., & Hwee, L. K. (2018). The use of virtual reality in medical education: A study on lexical competence in medical terminology. Medical Education Technology, 13(2), 102-109.
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