MEDICAL COMPONENTS IN TEACHING HOSPITAL PEDAGOGY TO FUTURE PEDAGOGICAL STUDENTS IN HIGHER EDUCATION INSTITUTIONS

Abstract

This article explores the integration of medical components into teaching hospital pedagogy for future pedagogical students in higher education institutions. It examines the effectiveness of experiential learning, interprofessional education (IPE), and innovative methodologies in medical education. Drawing on recent studies, the research highlights the importance of fostering critical thinking, collaboration, and evidence-based practice (EBP) through interdisciplinary and technology-enhanced approaches. Key findings emphasize the role of experiential learning in bridging theory and practice, equipping students with the pedagogical and clinical competencies required for modern healthcare systems. Recommendations include curriculum reforms to incorporate advanced technologies and structured training programs for healthcare educators.