INNOVATIVE EDUCATIONAL TECHNOLOGIES IN TRAINING FUTURE PHYSICIANS: CHINESE EXPERIENCE IN THE MODERNIZATION OF UKRAINIAN MEDICAL EDUCATION
DOI:
https://doi.org/10.11603/m.2414-5998.2026.1.16026Keywords:
innovative technologies; medical education; professional training of physicians; Chinese experience.Abstract
Abstract. The article explores innovative educational technologies as a key factor in modernizing the system of training future physicians in Ukraine, drawing on the Chinese experience. It provides a theoretical justification and presentation of conceptual models for bachelor’s and master’s medical education aimed at improving the quality of professional training and forming competent, ethically responsible healthcare professionals. The study examines the leading practices of the People’s Republic of China in the digitalization of medical education, including the use of artificial intelligence systems, simulation laboratories, distance learning platforms, and virtual and augmented reality (VR/AR) technologies. Effective mechanisms for integrating innovative technologies into the educational process are identified, ensuring a balance between theoretical, clinical, and research training. The conceptual model of bachelor’s training includes a standardized academic program with a practical internship implemented through clinical rotations, simulation-based learning, and a mentoring system. The master’s training model comprises clinical and research components, promoting analytical thinking, independent clinical decision-making, participation in scientific projects, and international mobility programs. The harmonized implementation of these models ensures continuity of education (“undergraduate – graduate – continuing education”), alignment with international standards, development of clinical reasoning, and the formation of humanistic values and professional ethics. Applying the Chinese experience enables the modernization of Ukraine’s medical education system through the integration of traditional approaches with modern digital technologies. The research findings demonstrate that the adaptation of Chinese educational elements – such as simulation laboratories, VR/AR technologies, distance learning, and feedback systems – contributes to creating an innovative learning environment, strengthening practical orientation, and enhancing the competitiveness of Ukrainian medical professionals. Future research prospects include developing methodological frameworks for integrating intelligent educational systems and simulation technologies into medical training, as well as conducting a comparative analysis of Chinese, Japanese, and Ukrainian models of medical education modernization.
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