UDC 371.3:614.2+004.9(07)

DOI: http://doi.org/10.15350/2409-7616.2023.3.05

Zabelin D.A.¹ (Astrakhan, Russian Federation) – Link23487@mail.ru

¹Astrakhan State Medical University

Abstract.  The Internet promotes active distance learning, the exchange of instructional materials, and discussions between teachers and students. The teaching of medical informatics is important for students of medicine and health sciences, understanding that they will be the health professionals of the future. Internet and literary research shows a variety of good concepts that provide an attractive alternative to face-to-face instruction. What is lacking is an overall concept that offers continuing education and training in an integrated form in a variety of teaching and learning formats. Medical informatics training is also relevant to practicing physicians, who are overwhelmed by the avalanche of information systems available on the market. Increasingly, training is taking on some sort of blended format between hands-on skills and distance learning. The increasing role of distance learning in students’ mastery of materials has become relevant especially during the covid-19 pandemic. To implement distance learning, more and more digital platforms are created to create virtual schools, personal accounts of students where they have the opportunity to master the curriculum in a remote format.  In this article we conducted a study of the relevance of the direction of blended learning and the attitude of faculty as well as trainees. A review of the materials shows the relevance of teaching medical informatics in a blended format. Such learning in experience has been effective in combining on-site and online learning, provided that cultural and technological barriers are provided and the curriculum is appropriately prepared.

Keywords: medical informatics training, blended learning.

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For citation:  Zabelin D.A. Teaching medical informatics: the choice of theoretical basis. CITISE, 2023, no. 3, pp. 54-66. DOI: http://doi.org/10.15350/2409-7616.2023.3.05