COMPREHENSIVE EVALUATION OF THE IMPLEMENTATION OF A MODULAR CREDIT SYSTEM IN CLINICAL DISCIPLINES OF A MEDICAL UNIVERSITY: ACADEMIC, DIGITAL, AND SUBJECTIVE INDICATORS
Keywords:
modular credit system; medical education; academic performance; digital learning environmentAbstract
Objective. To assess the impact of implementing a modular credit system (MCS) on academic performance, digital engagement, motivation, and satisfaction among students and faculty of clinical departments in a medical university. Materials and Methods. The study was conducted at Samarkand State Medical University over the period 2018–2023. A comparative analysis involved two student cohorts: before the implementation of MCS (n = 160) and after (n = 160), along with 92 faculty members. A mixed-methods approach was used, including surveys (Likert scale, AMS-28), e-OSCE, CRP tasks, LMS log analysis, interviews, student portfolios, and reflective writing. Statistical methods included t-test, Cohen’s d, and 95% confidence intervals. Results. Following the implementation of MCS, the timely completion rate of modules increased by 20–30 percentage points (p < 0.001), while digital activity in LMS grew by 2 to 6 times—particularly in the use of video content and simulation materials. Student satisfaction with course structure, accessibility, and feedback significantly improved (Cohen’s d = 0.88–1.45). Faculty members reported better student discipline but also identified challenges related to methodological workload and digital competencies. Conclusions. The implementation of the modular credit system led to significant improvements in academic and digital outcomes, along with increased subjective satisfaction. Key factors contributing to successful implementation included structured course design, accessible resources, and transparent assessment criteria.
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