THE CONCEPT OF MEDICAL STUDENTS’ MANAGEMENT OF THEIR ACADEMIC ACTIVITY
DOI:
https://doi.org/10.11603/m.2414-5998.2026.3.16593Keywords:
medical university; management competence; self-regulated learning; academic integrity; collaboration; medical students; medical educationAbstract
The article presents a theoretical review of the concept of the management of academic activity in a medical university. The authors state that teaching management to medical students is not equal to teaching leadership: in medical education, educational management is primarily interpreted as the student’s competence to organise, regulate, monitor and improve their own academic activity. The article analyses contemporary theoretical approaches to competency-based medical education, self-regulated learning, co-regulation, team-based learning, deliberate practice and academic integrity. Particular attention is paid to the distinction between leadership and educational management as the purposeful organisation of learning. The review argues that the management of educational activity includes five interrelated components: metacognitive, strategicorganisational, practice-oriented, collaborative-communicative and ethical-digital-reflective, which provide for successful academic performance of the students. The paper describes these components and their practical manifestations in the everyday academic work of medical students. The authors propose a cycle of shaping medical students’ academic activity management, which includes self-analysis, goal-setting, planning, practice, feedback, reflection, correction and adaptation of further learning strategies. The review concludes that the management of educational activity should be introduced into medical curricula as a transversal competence. Regarding wartime disruption, blended learning and rapid digital transformation, academic activity management competence becomes especially important for maintaining the continuity, quality and ethical direction of medical education. This approach also redefines the teacher’s role as a facilitator of learning and a supporter of student self-regulation.
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