This study provides a comprehensive evaluation of the effectiveness of the credit-module system currently implemented in medical higher education institutions in Uzbekistan. As part of the country’s ongoing modernization of higher education, the credit-module model aims to enhance transparency, student-centered learning, and competency-based outcomes. The research examines several critical components of the system, including the structure and organization of modules, the distribution of contact and independent learning hours, the alignment of learning outcomes with assessment criteria, and the implementation of continuous and final evaluation mechanisms.

Through a mixed-method approach involving surveys, expert interviews, and analysis of institutional documentation, the study identifies both strengths and systemic challenges. Positive outcomes include increased student engagement, greater accountability in learning, improved transparency of assessment, and an expanded role of independent learning. However, the findings also reveal existing barriers such as limited digital infrastructure, insufficient integration of e-learning platforms, gaps in simulation-based training resources, and varying levels of instructor readiness for the credit-module approach.

The research concludes that while the credit-module system has significantly contributed to the modernization of medical education in Uzbekistan, further improvements are essential to ensure its full effectiveness. Recommendations include expanding digital learning tools, enhancing methodological support, strengthening instructor training programs, and integrating simulation technologies into modular curricula. These measures will help align medical education in Uzbekistan with international standards and improve the overall quality of training for future healthcare professionals.

Credit-module system, medical education, competency-based learning

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