DISTANCE LEARNING AT MEDICAL UNIVERSITY: EDUCATIONAL OUTCOMES AND CONCLUSIONS
DOI:
https://doi.org/10.11603/m.2414-5998.2026.3.16580Keywords:
higher medical education; quality of education; online learning; communication technologies; chemsstryAbstract
The article analyzes the specific features of distance learning organization in higher medical education institutions during the COVID-19 pandemic and the full-scale war in Ukraine. A critical review of current approaches to the implementation of distance learning technologies in medical education was conducted to identify their major advantages, limitations, and future prospects for the training of future physicians. The study is based on the analysis and synthesis of scientific literature, comparative evaluation of national and international research findings, systematization of scientific evidence, analysis of regulatory documents in the field of higher education, and practical experience in organizing the distance educational process at I. Horbachevsky Ternopil National Medical University using the Moodle and Microsoft Teams platforms. The findings demonstrate that distance learning ensures the continuity of the educational process, improves access to educational resources, promotes students’ independent learning, and expands opportunities for interactive communication between teachers and students. At the same time, several significant limitations were identified, including insufficient development of practical, clinical, and communication competencies, technical and social barriers, psychological burden, risks to academic integrity, and educational inequality. The analysis of recent international studies confirms that distance learning is most effective for theoretical training, whereas the acquisition of practical clinical competencies requires direct patient-oriented instruction and hands-on experience. The study substantiates the feasibility of implementing a hybrid educational model that combines online delivery of theoretical disciplines with face-to-face practical training, interactive teaching methods, simulation technologies, and adequate technical and methodological support for the educational process.
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