SOME FEATURES OF TRAINING MEDICAL PHDS IN UKRAINE UNDER THE CONDITIONS OF WAR WITH RUSSIA (ILLUSTRATED THROUGH TEACHING A FOREIGN LANGUAGE COURSE)

Abstract

The article delineates the peculiarities of training PhDs in Medicine in Ukraine amid the backdrop of the conflict with Russia. It elucidates that the full-scale aggression by Russia on February 24, 2022, necessitated the adaptation of higher education processes, particularly within the realm of medical education. A thorough literature analysis reveals the insufficient interest to this issue exhibited both by global educators (using the example of teaching during World Wars) and Ukrainian scholars, which may be potentially attributed to the stress inherent in the learning environment and psychological mechanisms for avoiding challenging topics. The article primarily draws from practical teaching experience within the framework of postgraduate medical education. The extraordinary conditions of learning “under fire and aftermath” require a revision of teaching methodologies, the formulation of principles for education during wartime, exploration of the challenges associated with such education, and the quest for optimal strategies. The following issues in Ukrainian education during the war have been identified: problems with the material and technical support of educational institutions and students, migration of participants of education, security issues during the education, psychological well-being of participants, the related coping mechanisms and possible manipulations of the participants, the necessity of an individualized approach to teaching, issues with assessment and academic integrity. Several recommendations are proposed, including ensuring a safe learning environment, establishing shelters, partial transition to distance learning, flexibility in curriculum design, self-directed learning, integrated sessions, concentrated intensives, absence of rigid deadlines within the academic plan, creation of mobile libraries and e-portfolios for courses, differentiated and individualized approaches to learners, and the establishment of supportive environments. However, practical clinical disciplines necessitate hands-on training in clinical settings and laboratory conditions, which cannot be entirely replicated online. Surveys conducted in late 2022–2023, following the implementation of the aforementioned teaching methods for PhDs in Medicine, particularly in the academic English language course, indicate that while almost an equal number of respondents found the learning experience challenging (34.8 %) and of moderate difficulty (30.4 %), the majority encountered manifestations of war (air raids and shelling) during their educational journey (79.7 % and 69.1 % respectively). Most respondents cited educational challenges during wartime such as territorial occupation, exposure to shelling, power outages, lack of internet access, property loss, bereavement, transportation issues, stress, and anxiety. Nevertheless, the majority of learners (89.9 %) intend to continue their scientific and academic careers in Ukraine, which indicates their support of the institution of postgraduate education in the country.