Advanced Pedagogical Trends in Teaching Pediatric Surgery in Higher Medical Education Institutions: Experience of Andijan State Medical Institute

Training a good pediatric surgeon is not only about teaching anatomy, instruments, and protocols. It is about shaping a doctor who can think calmly under pressure, communicate gently with children and parents, and make precise decisions when time and emotions are both intense. Over the past years, it has become increasingly clear that traditional lecture-centred teaching alone cannot fully prepare students for the real emotional and technical demands of pediatric surgery.

This study explored how modern teaching approaches are changing the learning experience of medical students, with a special focus on the practices of Andijan State Medical Institute. By closely observing classrooms, simulation sessions, and student behaviour, as well as collecting feedback from both learners and teachers, this research tried to understand not only what students learned but also how they felt, how they grew, and how their professional thinking began to form. The results showed a visible shift in student behaviour. Those trained through simulation, case-based discussions, and structured skills practice became more confident, more reflective, and more emotionally stable during clinical tasks. They were not simply memorising steps, but learning how to think like future surgeons. Many students described feeling “safer to learn” and more motivated to take responsibility for their own development. This work suggests that advanced pedagogical approaches in pediatric surgery education do more than improve test scores. They build stronger, calmer, and more humane future doctors who are better prepared for the real-life of surgical practice.