TEACHING METHODOLOGY OF HYGIENE AND ECOLOGY SCIENCES IN WORLD MEDICAL EDUCATION: COMPARATIVE ANALYSIS AND PROSPECTS FOR IMPLEMENTATION IN UZBEKISTAN

Abstract

Objective: The study aims to conduct a comparative analysis of teaching methodologies for "Hygiene and Medical Ecology" in leading international medical universities and higher education institutions in Uzbekistan. It seeks to identify best practices and determine the prospects for implementing innovative global approaches into the local educational system. Methods: A comparative pedagogical analysis was employed, examining curricula, teaching standards, and methodological guidelines from European, North American, and Uzbek medical schools. The study utilized document analysis, SWOT analysis of current local practices, and a survey of faculty members regarding readiness for methodological transformation. Results: The analysis revealed a significant divergence: international models predominantly utilize Problem-Based Learning (PBL) and interdisciplinary integration with a focus on independent research, while the traditional local model relies heavily on lecture-based knowledge transmission. However, recent reforms in Uzbekistan show a positive shift towards credit-module systems and digitization. Conclusion: To bridge the gap, Uzbekistan must adopt a hybrid model that integrates the depth of fundamental theory with the flexibility of global heuristic technologies. Recommendations include enhancing digital learning environments and shifting assessment criteria from memorization to hygienic competence.