AN INTERACTIVE MODEL OF MIDTERM ASSESSMENT IN OPERATIVE SURGERY, AIMED AT DEVELOPING STUDENTS' CLINICAL THINKING

Abstract

This article examines the issue of improving the system of interim assessment of students' knowledge in the discipline "Operative Surgery" in veterinary education. The aim of the study is to improve the quality and objectivity of student assessment by introducing situational tasks aimed at developing the clinical thinking and professional competencies of future veterinarians. The methodological basis of the study is based on modern pedagogical principles of the systemic and comparative-analytical methods. Third-year students enrolled in the 6B90103 Veterinary Science program participated in the experiment. They were divided into a control and experimental group. In the control group, midterm assessment was conducted using traditional methods (testing and oral questioning), while in the experimental group, it was conducted using developed case studies based on real clinical cases from veterinary practice. The study results showed that the use of case studies significantly improved students' acquisition of theoretical knowledge and practical skills. Analysis of the data from the pedagogical experiment demonstrated a significant improvement in academic performance and professional readiness among students in the experimental group compared to the control group. The value of this study lies in its scientifically based approach to improving the midterm assessment system in veterinary education. The proposed methodology for implementing case studies can be used in teaching clinical disciplines that require a combination of theoretical knowledge and practical skills. The results have practical significance and can be used in developing teacher training programs and in providing methodological support for veterinary disciplines. Incorporating case studies into the interim assessment system is an effective tool for improving the quality of professional training for veterinary specialists.