True to tradition, in tune with the times: innovative educational technologies and personalized learning in medical education

Aim. This study explores the introduction of innovative methods into the traditional educational process of training physicians in internal medicine specialties. These methods are aimed at improving the effectiveness of the educational process through project-based activities, flipped classroom, distance learning technologies, and the principles of personalized medicine.

Material and methods. The flipped classroom format was used, which involves students first mastering the theory independently outside, followed by practical assignments and case studies in class. Real case records and paraclinical data were used to develop analytical, critical thinking, and decision-making skills. Particular attention was paid to the study of diagnostic indices, scales, and specialized panels, such as the gastropanel, which detects chronic atrophic gastritis and assesses gastric cancer risk. Case scenarios were created to practice recognizing the early signs of serious pathologies, such as pulmonary hypertension in various diseases, including sarcoidosis.

Results. We found that the combination of traditional teaching methods with innovative technologies improves the quality of professional training for medical university graduates and students in continuing professional education. The educational process became more effective due to optimized time management, increased motivation for students and teachers, and improved communication and teamwork skills. Students de­ve­loped the ability to independently manage their time, quickly find neces­sary information, and critically perceive research data. This new approach allowed doctors to make timely diagnoses and prescribe appropriate treatment, taking into account the individual characteristics of each patient.

Conclusion. To further improve the quality of medical education, con­ti­nuing education upgrading, incorporating modern distance learning tools and interactive technologies into programs, revising the assessment system, and expanding faculty qualifications in digital lite­racy and student-centered learning are necessary. The synergistic combination of research and advanced teaching practices will significantly improve the training of qualified medical professionals prepared to address complex clinical challenges.

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