DOI: http://doi.org/10.15350/2409-7616.2022.1.10

UDC 371.6+61(07)

Ivanchuk O.V.¹ (Astrakhan, Russian Federation) – E-mail: olgaiva.2401@gmail.com, Plashchevaya E.V.² (Blagoveshchensk, Russian Federation) – E-mail: elena-plashhevaja@rambler.ru

¹Astrakhan State Medical University

²Amur State Medical Academy

Abstract. Nowadays digital medical education is one of the most rapidly developing segments of the education system. The application of digital and distant teaching technologies for training medical personnel have recently had undeniable applicability limits in the classical medical education, where the implementation of principles of professional and practical direction through teaching at a patient’s bed, defined the future doctors training. In the current conditions, during the COVID-19 pandemic, the given limits have become blurred, digital medical education occupies a solid position in the educational process of medical universities. In this regard we considered it important to: 1) reveal the content of the term “digital medical education”; 2) reveal issues (challenges) of digital medical education; 3) reveal the level of maturity of digital competence among medical university students and teaching personnel; 4) formulate the basic provisions for a strategy of forming digital competence among students and teachers (when necessary). For that purpose, we established the systematic survey that meets the PRISMA requirements (Preferred reporting items for systematic reviews and meta-analyses), applied the alternative approaches to synthesis and analysis of literature (online application Rayyan QCRI) and software ROBINS-1 for assessing the risks of bias in non-randomized trials. As a result, we formulated the definition of the notion and revealed 3 groups of issues in digital medical education: ethical, technical and competence-based. The obtained data promoted the formation of vectors for developing digital transformation strategies for a medical university that includes all the business processes of a university (educational, academic, maintenance).

Keywords: digital medical education, strategy of digital transformation of universities.

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For citation:

Ivanchuk O.V., Plashchevaya E.V. Digitalization of medical education: new challenges and boundaries of applicability limits. CITISE, 2022, no. 1, pp.121-131. DOI: http://doi.org/10.15350/2409-7616.2022.1.10