Integration of the TPACK model into medical education as a way to form digital competence of future doctors

Abstract

The article explores the integration of the TPACK model (Technological, Pedagogical, and Content Knowledge) into the process of developing digital competence among future doctors in the context of medical education. The focus is on analyzing innovative approaches to organizing the educational process aimed at preparing future doctors for the challenges of digital transformation in healthcare. The role of modern digital tools, such as simulators, virtual reality systems, interactive platforms, and medical information systems, in enhancing the quality of education and developing professional skills is examined. The relevance of using interactive methodologies, such as problem-based learning (PBL), in medical training is substantiated. It is determined that the application of PBL in combination with the TPACK model enables students to effectively integrate knowledge from various disciplines, develop critical thinking, and improve their ability to solve complex clinical problems. The key benefits of this approach are described, including increased motivation for learning, the formation of interdisciplinary competencies, and teamwork skills.

The main challenges associated with integrating TPACK into medical education are analyzed, such as the need for teacher training, high financial costs for equipment and software, and student adaptation to the use of digital technologies in learning. Strategies for overcoming these challenges are proposed, including the creation of accessible educational materials and the promotion of open educational resources.

Special attention is given to the impact of TPACK integration on the effectiveness of the learning process. It is established that implementing the model contributes to better understanding of medical content by students, improves their preparation for real clinical practice, and fosters the development of skills necessary for using modern technologies. The article provides practical recommendations for integrating TPACK into the curricula of medical universities, considering the specifics of professional training for future doctors.

It is concluded that TPACK is a universal model that opens new opportunities for optimizing the training of future doctors. It creates conditions for personalized, interactive, and effective learning that meets the needs of modern medicine.