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USING INTERACTIVE TECHNOLOGIES WHILE TEACHING IN 
PEDIATRICS 
 
Turdieva D.E. 
Tashkent pediatric medical institute 
First Hospital pediatrics department 
 
Abstract: For development of competitive cadres in any sphere, first of all 
pedagogues should require to all demands of modern teaching and ought to create 
own individual method in order to attract and impress his or her audience. 
Investigating theoretical base of the subject and experiments were conducted 
among the students to test the effectiveness of the interactive methods by dividing 
them into two groups where one was taught without using interactive methods, 
while the other was provided the modern ways of teaching.
Key words: Pedagogical, paediatrics, evaluation, student-centred learning, 
session, technology, interactive 
Each pedagogue has responsibility to teach, educate, bring up the students, 
as well as evaluate them fairly, also control them. British Education 
Communication and Technologies Agency states: ―The key feature of this 
technology is that it emphasizes whole-class teaching strategies. These include 
teacher modeling and demonstration, prompting, probing and promoting 

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questioning, managed whole-class discussions, review of work in progress to 
reinforce key points emerging from individual and group work, and whole-class 
evaluation in plenary sessions‖. 
Purpose of the study. Researching on interactive methods and finding out 
the effects of them in teaching Pediatrics. 
Literature review: There a lot of definitions and researches on the games 
oriented to teach medicine. One of the definition was stated as following: ―An 
instructional method requiring the learner to participate in a competitive activity 
with present rules‖ (Fitzgerald 1997). One more description as a type of 
experiential learning where the learner ―engages in some activity, reviews the 
activity in a critical way, abstract some effective insight from the analysis and puts 
the results to work (Pfeiffer and Jones 1980).‖ Most games differ from other 
educational strategies in their competitive nature and the use of prescribed settings 
constrained by rules and procedures (Allery 2004). The 2006 Horizon Report 
demonstrated four types of games: simulations, virtual environments, social and 
cooperative play and alternative reality games (2006). Simulations or role playing 
interventions are methods to make the real situations again in exactly the same way 
guided experiences in a completely interactive ways. Social and cooperative games 
orientated to board games, TV show games. 
Kolb says: Learning is as a process where knowledge is transformed. (Kolb 
1984). This process has four phases: 1) concrete experience, 2) reflective 
observation, 3) abstract conceptualization, and 4) active experimentation. Nurses 
have used TV game shows formats to teach infection control (Akl and others 
2008b), board games to teach about the conceptual models of nursing (Cessario 
1987), and card games to teach about gastrointestinal system. (French 1980). Moy 
et al reported positive evaluations from medical students of ―Who Wants to Be a 
Physician‖, an educational game used to teach pulmonary physiology (Moy and 
others 2000).