Digital transformation of the continuing professional development system for dentists in Ukraine

Анотація

The purpose of the article is to theoretically substantiate and systematize the directions of transformation of the system of continuous professional development of dentists in Ukraine under the influence of digital technologies, to determine the pedagogical functions of digital tools, the limitations of their application and the priorities of further transformation of this system. Methods. The study used theoretical analysis, content analysis of 18 scientific publications and 2 official Ukrainian sources, comparative analysis of international and Ukrainian approaches and systematization, classification, generalization and structural and functional analysis. The analytical array includes works from 2020–2024 relevant to continuous professional development, dental education, electronic and blended learning, simulation training, digital assessment, digital competence and training with the support of artificial intelligence. Results. The digital transformation of the continuous professional development system is systematized in 7 interrelated functional areas: access to educational content, synchronous and asynchronous professional interaction, blended learning, simulation training, digital assessment and feedback, electronic documentation of educational outcomes, personalized learning support, and professional communication. Four groups of limitations on the use of digital technologies are identified: pedagogical, organizational, technological, and ethical. The study shows that digital formats increase the accessibility of training and the manageability of a dentist’s individual educational trajectory, but cannot replace the direct development of manual and clinical-practical competencies. A structural and functional model of digitally supported continuous professional development is substantiated for the Ukrainian system, in which online components are combined with simulation, practical training, objective assessment, digital portfolio, regular feedback, and quality assurance. Conclusions. It is shown that a pedagogically appropriate digital transformation of the continuous professional development system involves restructuring the full cycle of professional training, with priority given to developing a hybrid architecture, verified assessment, digital competence and the regulated use of artificial intelligence under professional control. The proposed structural and functional model of digitally supported continuous professional development links the choice of a digital tool with learning outcomes and provides for cyclical adjustment of the individual educational trajectory based on assessment and feedback. The model orients the organizer of the educational process to the coordination of the learning outcome, the method of training and the method of confirming professional competence.