IMPROVING THE DESIGN OF LEARNING AND INDEPENDENT-STUDY ASSIGNMENTS IN NEONATOLOGY WITHIN THE CREDIT-MODULAR SYSTEM

Abstract

The credit-modular system places greater responsibility on students to manage their learning and develop professional competencies independently. In medical education, assignments should do more than test recall: they should guide students to interpret clinical information, connect theoretical knowledge with neonatal cases, use reliable medical sources, and explain their reasoning. This study outlines a structured approach to assignment design based on contextual relevance, logical sequencing, differentiation, and integration across clinical disciplines. The proposed approach combines knowledge-check questions, clinical case tasks, analytical activities, and practical-skill assignments. The dissertation reports that more than 800 students participated in the broader experimental work, while a representative comparison included 345 students. The study highlights the need for purposeful, clearly assessed assignments in credit-modular medical education.