Developing clinical thinking in early medical education stages within an electronic information environment using virtual clinical-pharmacological cases

Aim. To evaluate the effectiveness of introducing clinical-pharmacological problems into an electronic information-educational environment (EIEE) to develop clinical thinking in medical students studying pharmacology, as well as to analyze and summarize existing research in this area, with an emphasis on developing clinical thinking.

Material and methods. The study used the following methods: theo­re­tical analysis, structured surveys, focus groups, and interviews. Surveys were conducted annually in the Pharmacology Department among third-year General Medicine students and second-year Dentistry stu­dents of Pavlov First Saint Petersburg State Medical University. The article also presents data from preliminary student surveys conducted between 2012 and 2016, which preceded the introduction of clinical pharmacology classes within the EIEE. The results were analyzed using quantitative and qualitative analysis.

Results. A survey of students who participated in training using vir­tual clinical-pharmacological cases within the EIEE revealed a high satisfaction level with the implemented approach. Most respondents noted that this format facilitates better assimilation of the material and helps develop clinical thinking early in the course, making the learning process more interactive and closer to real professional situations. Focus groups confirmed these results, revealing that students' expec­ta­tions were fully met. Interviews with individual students yielded additional positive feedback, confirming the effectiveness of using virtual clinical-pharmacological cases in developing clinical thinking. Overall, the implementation of this method was successful, contributing to the development of key competencies and improving the quality of medical education within the EIEE.

Conclusion. The use of virtual clinical-pharmacological cases in the EIEE has demonstrated high effectiveness in developing clinical thinking in medical students. The results demonstrate a significant increase in motivation, engagement, and learning performance, as well as the development of analytical and practical skills necessary for future professional development. This method appears promising and suitable for wides­pread implementation in medical universities to improve the training of qualified specialists and adapt education to the modern requirements.

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