Medical education and digitalization: virtual reality as a factor in transforming the professional training of physicians

Abstract

This article substantiates the necessity of transforming medical education in Ukraine in the context of globalization challenges, digitalization, and war. The main focus is on analyzing the role of virtual reality (VR) technologies and related digital tools as factors that provide a qualitatively new level of professional training for future physicians. The research methods include analysis and synthesis of scientific sources on the problems of innovative medical education, comparison of international and domestic experiences in applying VR/AR/MR technologies, generalization of interdisciplinary achievements in pedagogy, medicine, and information technologies, as well as a systemic approach to identifying pedagogical conditions for integrating digital simulations into the educational process. The results indicate that the digitalization of medical education opens new opportunities for developing clinical thinking, practicing practical skills in a safe environment, and modeling complex and rare clinical scenarios. VR use allows future physicians to repeatedly perform diagnostic and therapeutic procedures, adapt the educational process to individual needs, and reduce the risk of errors in real practice. Extensive application of VR/AR/MR combined with a competency-based approach enhances training quality, fosters critical thinking, communication skills, and interdisciplinary knowledge integration. It is determined that the war in Ukraine acts as a catalyst for accelerated digitalization of education and highlights the need to create a national model for implementing VR technologies in medical education. The conclusions emphasize that virtual reality and simulation technologies are a strategic direction in modernizing medical education, ensuring the training of competitive and technologically competent physicians. Key tasks for further research include developing a methodology for integrating VR/AR/MR into curricula, determining criteria for their effectiveness, and creating pedagogical conditions for large-scale implementation. The prospects lie in creating a national model of digital medical education that combines traditional approaches with innovative technologies and responds to the challenges of contemporary society and healthcare.