METHODOLOGICAL PRINCIPLES OF DISTANCE TEACHING OF OBSTETRICS AND GYNECOLOGY TO INTERNATIONAL STUDENTS IN CRISIS CONDITIONS
DOI:
https://doi.org/10.11603/m.2414-5998.2025.4.15837Keywords:
distance learning; international students; medical education; crisis education.Abstract
Abstract. Distance learning has become an essential form of medical education, particularly during the COVID-19 pandemic and in wartime conditions. This study aimed to explore methodological principles for teaching obstetrics and gynecology to international students, assess main challenges, and propose strategies to improve learning outcomes. The research involved 79 international students at Ternopil National Medical University, using surveys, systematic observation, and analysis of educational platforms. Key aspects included the effectiveness of different learning formats (in-person, distance, blended), technical and organizational barriers, motivational and psychological factors, and recommendations for optimizing distance education. Results showed that 82,3% of students were partially satisfied with distance learning; however, 97,5% preferred in-person classes due to the crucial role of practical skills. The main challenges were limited interaction with patients and instructors, technical issues, distractions from the home environment, and impostor syndrome. Benefits included time and cost savings, flexible learning schedules, autonomy, and opportunities to review materials. Students suggested expanding collaboration with clinical bases, introducing integrated simulation modules, standardizing assessments, providing psychological support, and accounting for time zone differences in synchronous sessions. Findings highlight the need for a comprehensive approach to distance learning that addresses educational, practical, and psychological needs, ensuring the development of clinical competencies and the effective engagement of international medical students.
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