DIDACTIC TECHNOLOGIES FOR FOSTERING ALGORITHMIC THINKING AND DIGITAL COMPETENCE IN MEDICAL EDUCATION

The rapid digitalization of healthcare necessitates the development of algorithmic thinking and digital competence among future physicians. This study investigates the effectiveness of didactic technologies in fostering these competencies in undergraduate medical students. A controlled educational study was conducted at the Fergana Medical Institute of Public Health involving 158 mentally and physically healthy medical students divided into experimental and control groups. Objective Structured Clinical Examination (OSCE) performance and multi-dimensional IQ assessments were used as outcome measures. The findings demonstrate statistically significant improvements in algorithmic thinking, clinical decision-making, and digital competence among students exposed to structured didactic technologies. The results support the integration of algorithmic and digitally oriented pedagogical strategies into medical curricula.