Таълим вазирлиги ўзбекистон республикаси соғЛИҚни сақлаш

Method and Source of the research. The qualitative method was chosen 
for this research, as it includes observing, implementing, comparing, surveying and 
so forth. The manual named ―New pedagogical technologies‖ including many 
interesting interactive exercises; the book named ―Moral Games for Teaching 
Bioethnics‖ by Daryl R.J; ―A game approach to interactive student-centred 
learning in microbiology for undergraduate medical students‖ by Magdalena 
Catharina Struwig and others are the sources of the research. 
Results of the research. 27 bachelor students were objects of the research, 
while they were divided in to groups where 1
st
group were taught using traditional 
methods, yet 2
nd
group were taught using interactive technologies such as ―Bingo‖, 
―Hot seat‖, ―Text saw‖, ―Creative anatomy‖ and so on. Nevertheless, the teaching 
subject was the same for both groups. After this session, for the next session, the 
position of the groups were exchanged where first group were taught using 
interactive methods, and second group with traditional methods. This time another 
topic that is different from first were taught for both groups at the same time. 
Students were observed, surveyed with questionnaire, evaluated with the purpose 

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to realise the effect of the both traditional and interactive methods according to the 
taught subjects, the results were compared, questionnaires’ responds were 
analysed. 
Conclusion. Firstly, the responds of the questionnaires show that students 
felt stressed and little bored in ―traditional class‖, while ―interactive class‖ gave 
them motivation, high spirit, good mood and desire to win the competition. 
Students assessed ―interactive class‖ much higher with average the score ―95‖ yet 
―traditional class‖ got 60 score. Secondly, the results of the examining the students 
demonstrate that ―interactive class students tend to understand the matter in easier 
way and remember more new things than the other class with the average score 83 
while ―traditional class students collected average score 68.