From Knowledge Transmitter to Clinical Coach: A New Model of Learning with AI-Elements in the System of Higher Medical Education in Kyrgyzstan

Abstract

Modern challenges require the implementation of interactive pedagogical technologies capable of not only enhancing the acquisition of theoretical knowledge but also developing students' clinical reasoning and practical skills. The relevance of this study is determined by the need to improve the quality of medical education in the context of rapid digitalization and the transition to a competency-based model of specialist training. Analysis of test results from 258 students revealed a clear positive trend in knowledge acquisition: the proportion of students demonstrating a high level increased from 24% at the pretest stage to 37.6% after completing the program, while the number of students with satisfactory results decreased from 37.2% to 6.2%. The data obtained confirm the effectiveness of the implemented workshop as an active educational method, especially for students with a low initial level of preparation. The workshop contributed not only to improved cognitive performance but also to the development of clinical reasoning, underscoring the importance of using interactive pedagogical technologies in medical education. The study's findings demonstrate the potential of pedagogical innovations adapted to local conditions as a basis for the widespread adoption of digital and blended learning approaches to improve the quality of professional training for future physicians.

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