Blended form of education as an innovative approach in the training of medical students: The experience of Ukraine

Abstract

Introduction

The complex socio-economic challenges faced by the state of Ukraine during the last 2 years and the introduction of martial law in the country made it impossible for students to study, which was accepted in peacetime, and led to new requirements for the organization of students' educational activities in a blended (auditory-distance) manner.

Materials and methods

To achieve the goal, a set of methods was applied: theoretical analysis, comparison, justification, generalization, systematization of theoretical and practical material, study of the main international and national legal acts in the context of the relationship between the Bologna Process and the guaranteed right of an individual to education, formation, and systematization of conclusions. Five databases were searched (January 1, 2000–January 1, 2023) for systematic reviews of blended versus no blended learning approaches for healthcare education. The study was designed as a two-armed, prospective, single-blind, randomized trial. The subjects who met the inclusion criteria have the experience of obtaining higher medical education in 3 forms of education: traditional, distance, blended. A convenience sampling method was used. Data were collected at the start and end of the semesters. Data were analyzed using descriptive and inferential statistics.

Results

In medical education, “inverted learning” is actively used: lectures are online, and practical classes are offline. In the absence of the possibility of conducting offline classes, it is advisable to conduct the practical part of educational programs in academic subjects in synchronous and asynchronous modes of online classes.

Conclusion

The introduction of a blended form of education in institutions of higher medical education requires the dynamic development of new means and mechanisms for organizing the educational process. This requires all kinds of resources, both intellectual and technological, both from the medical education institution and from the direct participants in the educational process – the teacher and the student. It is a multifaceted work related to the search for the optimal balance between traditions, rich historical experience, and innovation and is combined in a blended form of education.