Digitalization of Clinical Training for Future Doctors in a Blended Learning Environment

Abstract

Purpose. The study aims to systematize scientific approaches to the digitalization of clinical training for future physicians and to develop practical recommendations for optimizing blended learning in higher medical education under the conditions of the COVID-19 pandemic and martial law in Ukraine.

Methods. The research employed a systematic analysis and synthesis of national and international publications from 2020–2025, along with structural-functional and comparative analysis, as well as content analysis of educational practices that utilize distance and digital technologies in medical education. This comprehensive approach made it possible to identify key trends and design an algorithm for integrating digital tools into the learning process.

Results. It was established that the optimal balance between online and offline components depends on the stage of medical training: basic disciplines can be effectively integrated into distance learning, while the development of clinical competencies requires a predominance of practical sessions in simulation centers and clinical facilities. The digitalization of medical education should include multimedia resources, mobile applications, cloud services, simulation technologies, virtual and augmented reality, and artificial intelligence for personalized learning. The study substantiates the feasibility of creating a national platform for medical education with integrated simulation modules, developing standardized clinical cases, and introducing a certification system for educators in digital technologies. Findings also revealed that military actions in Ukraine damaged 126 higher education institutions, including seven medical universities, which highlighted the urgent need for adaptive educational technologies and international cooperation to ensure continuity of the educational process. The scientific novelty of the study lies in the creation of a classification of digital tools for medical education, the development of an algorithm for blended learning integration, and the definition of specific requirements for organizing clinical practice in crisis conditions.

Conclusions. The digitalization of clinical training for future physicians requires a systematic approach that combines simulation-based learning, multimedia technologies, virtual and augmented reality, and artificial intelligence, while maintaining the leading role of hands-on training in real clinical settings. It is emphasized that further research should focus on developing methods for assessing the effectiveness of blended learning, analyzing the impact of VR technologies on the development of clinical thinking, and creating cybersecurity protocols for medical educational platforms.