PEDAGOGICAL AND STATISTICAL ANALYSIS OF THE EFFECTIVENESS OF TEACHING PATHOLOGICAL PHYSIOLOGY BASED ON DICL TECHNOLOGY

This article analyzes, on the basis of the results of a pedagogical experiment, the effectiveness of teaching pathological physiology using DICL — Diversity, Inclusion, Clinical Learning — technology in developing students' analytical thinking skills. The study involved a total of 850 students from the Fergana Medical Institute of Public Health, Andijan State Medical Institute, and Bukhara State Medical Institute. Respondents were divided equally between an experimental group and a control group. According to the final results, the proportion of students with a high level of performance reached 48% in the experimental group and 26% in the control group. Pearson's chi-square (χ²) test confirmed that the difference between the groups was statistically significant: χ²=58.90; df=2; p<0.001. The findings demonstrate that DICL technology is an effective pedagogical approach for developing causal-analytical reasoning, clinical thinking, and independent decision-making skills among students in the teaching of pathological physiology.