Developing Meta-Preventive Competence in Medical Education Via Reflexive-Preventive Modeling, Mathematical and Statistical Validation
DOI:
https://doi.org/10.55640/eijmrms-06-08-03Keywords:
Occupational health, industrial hygiene, risk assessmentAbstract
The formation of preventive thinking and hygienic-analytical skills is a priority of modern medical education; however, pedagogical frameworks specifically aimed at developing students’ metapreventive competence remain insufficiently elaborated. This study aimed to develop, implement, and statistically validate a model and methodology for developing preventive medicine students’ metapreventive competence through Reflexive-Preventive Modeling Technology (RPMT) in the teaching of occupational hygiene. A combination of theoretical (analytical-synthetic, comparative, modeling), diagnostic (surveys, testing, observation), prognostic (expert evaluation), pedagogical-experimental, and mathematical-statistical methods was employed. A multi-center pedagogical experiment was conducted in 2022–2025 at three medical higher education institutions of Uzbekistan (Fergana, Andijan, and Urgench), involving 465 preventive medicine students. The methodology integrated interactive modeling, problem-based analysis of hygienic situations, and collaborative sanitary-expert discussions. Pearson’s chi-squared test (α = 0.05; χ²crit = 5.99) was used for statistical validation.
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