DIGITAL AND INNOVATIVE PEDAGOGICAL TECHNOLOGIES AS A MEANS OF EFFECTIVE POSTGRADUATE EDUCATION FOR HEALTHCARE PROFESSIONALS

Abstract

Summary. This article underscores the imperative to delve into and implement digital and innovative pedagogical technologies into the postgraduate education of healthcare professionals. It arises out of a need to introduce a strategic approach to healthcare practitioners’ postgraduate education that is vital for ensuring their continuous professional development, enhancing their competencies and essential qualities, and thereby equipping them with requisite tools to effectively navigate the evolving requirements and challenges of modern society.

To achieve the set goal, this research has employed the methods of theoretical analysis, observation, and comparison, complemented by synthesis of scholarly literature addressing the technologies within the postgraduate education system for healthcare professionals.

Specifically, in the study it has been identified that interactive, training, simulation, digital, and artificial intelligence technologies may appear pivotal within the system of continuous professional advancement at the postgraduate level. Besides, it has been established that integrating digitalization and pedagogical innovations into postgraduate education can significantly reshape the role of present-day educators who seem to reveal blended functionality assuming the roles of consultant, advisor, moderator, facilitator, mentor, and coach. Respectively, it necessitates their fundamental psychological and pedagogical training.

The presented study possesses scientific novelty and originality since it substantiates the underlying principles and inherent potential of leveraging digital technologies within postgraduate healthcare education.

The article has also delineated specific digital resources and tools integral to an educational process, such as those used for online sessions, conferences, webinars, practical training, and skills development (e.g., Moodle, Zoom, Google Classroom, Google Meet, and more).

In addition, in this article, it has been corroborated that within medical education, specialized platforms such as Coursera, Medscape Education, BMJ Learning, and edX (offering medical courses) can be effectively leveraged to provide better medical services and obtain pursued results. At that, artificial intelligence technologies are viewed as a supplementary resource for both educators and medical or pharmaceutical professionals within the continuous professional development system. The abovementioned warrants emphasis that within the healthcare paradigm, the potential applications of artificial intelligence may encompass a multifaceted spectrum, incorporating but not limited to the augmentation of diagnostic processes, instantiation of individualized therapeutic regimens, acceleration of pharmaceutical discovery and clinical investigation, facilitation of advanced scientific inquiry, and comprehensive analysis of resultant research outcomes.

The efficiency of the constructed in the article framework proves that digital and innovative pedagogical technologies may break new ground within the educational process, facilitating the continuous professional growth of healthcare providers within the system of postgraduate education.

The presented study though far from being conclusive, yet offers several insights into how to ensure efficacious postgraduate advancement of healthcare practitioners. It also advocates further research to address the implementation of interactive, training, digital, and artificial intelligence technologies within the education of medical professionals, spanning both undergraduate and postgraduate levels. Such prospective applications are targeted at fortifying high-caliber professional development and continuous enhancement of competencies among healthcare providers