Volume 11 - Issue 57
/ September 2022
121
https://www.amazoniainvestiga.info ISSN 2322- 6307
DOI: https://doi.org/10.34069/AI/2022.57.08.13
How to Cite:
Tsekhmister, Y., Konovalova, T., & Tsekhmister, B. (2022). Quality control of educational process in the lyceum of medical profile
when learning in distance mode during the COVID-19 pandemic. Amazonia Investiga, 11(57), 121-132.
https://doi.org/10.34069/AI/2022.57.08.13
Quality control of educational process in the lyceum of medical profile
when learning in distance mode during the COVID-19 pandemic
Control de calidad del proceso educativo en el liceo de perfil médico cuando se aprende en
modalidad a distancia durante la pandemia de COVID-19
Received: October 9, 2022 Accepted: November 7, 2022
Written by:
Yaroslav Tsekhmister39
https://orcid.org/0000-0002-7959-3691
Scopus: https://www.scopus.com/authid/detail.uri?authorId=35747165900
Tetiana Konovalova40
https://orcid.org/0000-0002-0319-9532
Bogdan Tsekhmister41
https://orcid.org/0000-0001-9746-7405
Abstract
With the spread of the COVID-19 coronavirus
infection pandemic and, as a result, the relevance
of the transformation of curricula, many subjects
of the education system have now switched to
distance learning. Ukrainian Medical Lyceum of
the National Medical University named after
A.A. Bogomolets actively and successfully
implements this format. The adaptation of the
curriculum of the medical lyceum to the changed
conditions takes into account the updated
requirements. The study is devoted to the
analysis of the perception of changes introduced
by distance technologies in the educational
process, and the possibilities of controlling its
quality using the example of training in a medical
lyceum. The collection of data for analysis was
carried out using a questionnaire. In the course of
the survey, which was answered by 187
respondents. The study examined in detail the
advantages and disadvantages of learning on
online platforms. It was concluded that new
teaching methods require updated quality
assessment methodologies, and that the greatest
obvious benefit of online learning is adaptability
and variability.
Keywords: distance learning, quality control of
education, medical education, online platforms,
pandemic COVID-19.
39
Doctor of Science, Professor, Ed. D, PhD Degree Applicant, National Academy of Educational Sciences of Ukraine, Kyiv, Ukraine.
40
MD, PhD, Professor (Associate) O.O. Bogomolets National Medical University, Kyiv, Ukraine, T. Shevchenka blvd., Kyiv,
Ukraine.
41
Postgraduate of the medical faculty of the Bogomolets National Medical University, Kyiv, Ukraine.
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Introduction
After the start of the spread of the coronavirus
infection SARS-CoV-2 in 2019 (COVID-19),
WHO declared COVID-19 a global pandemic.
The state strategy aimed to introduce isolation
restrictions to improve the safety of the
population, control the spread of infection and
“smooth curve”, and this influenced all aspects of
life, including the activities of the education
system inevitably affected medical education at
all levels of continuous training - lyceum,
college, university, additional medical education
and the system of advanced training - due to the
impossibility of conducting full-time classes:
lectures, practical classes, exams, internships,
clinical practice, etc. (Sandhu & de Wolf, 2020).
Recently, online learning methods have
increased their share in medical education, in
some of its areas having taken an almost key role
and demonstrated an advantage for mastering
professional competencies. The educational
system of Ukraine, in its desire to integrate with
the educational space of the European Union, is
studying the experience of countries actively
introducing modern technologies of distance
learning in the digital environment (Pata et al.,
2021).The survey showed that face-to-face
traditional offline classroom learning and online
learning via Internet platforms and
videoconferences (e.g., Zoom, Google Meet,
Skype, etc.) are quite comparable in terms of
exam results and may in some cases be
considered equivalent. We used developed and
adapted digital solutions that support many types
of educational activities, incl. studying,
summarizing and discussing teaching materials,
passing adaptive formative testing and various
forms of interaction between students and
teachers (Marin et al., 2021).
Research Problem
In a pandemic, distance education using the
capabilities of online platforms is the preferred
way to ensure the safety of the health of all
participants in the educational process. Distance
learning is today one of the most promising areas
for improving the professional skills of
specialists in the education system, and one of the
factors for improving the quality of education.
Distance learning is a new organization of the
educational process based on the principle of
independent student learning (Obidjonovna,
2021; Abdukhafizovna, 2021). On the one hand,
modern Internet resources provide interactivity
and multimedia support for the educational
process, control of the assessment of the
cognitive activity of students (Parker, 2020).
Internet technologies allow the teacher to
conduct training without being close to the
students, to use resources for distance learning,
creating conditions for the full assimilation of the
material. The problem of assessing the quality
and effectiveness of online distance learning and
the means of improving them, as well as the
means of assessing the educational process
(Favale et al., 2020; Ganajová et al., 2021),
including in medical lyceums of continuing
medical education in the future, has not been
sufficiently studied (Altwaijry et al., 2021;
Kerres, 2020; Tuma et al., 2021).
Research Focus
In the medical lyceum, as a link in the unified
system of continuing medical education, this
problem is especially acute, since the quality of
education has a remote influence on the
subsequent stages of vocational training. The
study focuses on such important aspects for
assessing quality as: implementation, practical
experience, the alleged advantages and
disadvantages of online distance learning during
the COVID-19 pandemic. The unprecedented
pandemic has sparked a sudden shift towards
predominantly distance learning with proven and
innovative online capabilities that have become a
major source of medical education and allowed
students to continue their education distance
learning. However, while the benefits of blended
learning (online, in addition to traditional offline)
have been demonstrated, for example, in areas
such as self-study, information gathering and
abstract writing, especially among a generation
accustomed to using YouTube to watch
instructional videos (Sandhu & de Wolf 2020),
there is still a lack of research, limited
understanding of exactly how online learning
affects the quality of the educational process, and
its use in the practice of medical education at the
lyceum level (Sofianidis et al., 2021; Wasfy et
al., 2021). Internet platforms and the reality of
digital health will remain an integral part of
medicine, both for patients and for students
(students of medical lyceums and colleges,
university students, further education doctors) -
even after overcoming the COVID-19 pandemic
(Ahmed et al., 2020; Rose, 2020). Thus, a deeper
understanding of the advantages and
disadvantages of distance learning in the system
of continuing medical education, monitoring the
quality of education will improve the
effectiveness of online teaching. Therefore, we
aimed to explore how students' perceptions of the
effectiveness of online learning can contribute to
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the learning process and improve the quality of
education at a medical college during the
COVID-19 pandemic. Improving this
understanding as a factor in improving the
quality of education can help in the development
of updated curricula of institutions of the
continuing medical education system in the
future.
Research Methodology
General Background
Design - a cross-sectional study conducted at the
focus group level of medical college students
using a questionnaire survey. The questionnaire
was developed after a preliminary analysis of
scientific literature on modern methods of online
learning and the impact of isolation due to the
COVID-19 pandemic on the educational process
and the system of continuing medical education.
The questions about student perceptions of the
educational environment were formulated based
on the Dundee Ready Educational Environment
Measure (DREEM), a robust and proven tool that
is a general guideline for medical students.
DREEM is an authoritative questionnaire
designed to measure the quality of the health
education environment at all levels. DREEM is a
basic research tool for medical institutions
around the world. It was considered appropriate
to adapt it for monitoring the assessment of the
quality of education in a student-centered
medical college. The response options were
formulated on the basis of a qualitative Likert
scale of 5 items, ranging from “strongly
disagree” to “strongly agree” through evaluative
interim options. The rest of the questionnaire
questions were not formalized and left a margin
for the expression of subjective assessments.
Text responses were collected into groups,
distributed according to thematic semantic
categories and analyzed. The last questions
focused on the following four topics:
• General demographic status (gender, age,
lyceumgrades).
• Use and experience of online learning during
the COVID-19 pandemic.
• Perceived advantages and disadvantages of
online learning.
• Assessment of the quality of the educational
process
The questionnaire was circulated to the students
of the Medical Lyceum and responses were
given within a period of 2 weeks (from April 2,
2020 to April 16, 2020).
Sample / Participants / Group
182 students of the medical lyceum for 4 years of
study (grades 8, 9, 10 and 11) took part in the
study by answering the questionnaire. The
academic level of the students was assessed as
roughly equivalent. Participation was voluntary.
All survey participants were informed prior to the
start of the survey that the collected data would
be confidential and used only for research.
Among the respondents there were 124 female
participants (68.1%) and 63 male participants
(31.9%). The data are presented in Table 1.
Table 1.
Demographic data of the students who took part in the survey
Demographic indicators
Number of students and share in
the sample n%
Gender
male
124 (68.1 %)
female
63(31.9 %)
Lyceum grades (year of study)
8
45(24.0 %)
9
30 (16.0%)
10
54 (28.9 %)
11
58 (31.1%)
Statistical markers: gender, lyceum gradesfor sample size (n = 187)
Instrument and Procedures
The data obtained as a result of the questionnaire
was exported to Microsoft Excel (Excel 2019),
which was used to create illustrative histograms
and calculate descriptive statistics of formalized
responses to questionnaires to identify
statistically significant patterns.
Data Analysis
Methods of descriptive nonparametric statistics
were used to analyze the data. Wilcoxon signed-
rank test and Mann-Whitney U-test were used to
compare the time spent on online learning (in
astronomical hours) between periods before and
during self-isolation for quarantine due to
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COVID-19. P values <0.05 were considered
statistically significant.
Research Results
Before the pandemic and the start of the
introduction of distance learning in self-isolation,
students of a medical lyceum responded in a
survey that they spent an average of 4 to 6 hours
a week using Internet resources and online
learning platforms. Before the massive
introduction of distance learning during the
pandemic, students used:
• a combination of educational video lessons
and scientific videos from educational
YouTube channels (26.8%),
• online resources for preparing for testing the
SFA (state final attestation) and EIT
(External independent test) with analysis of
answers to questions (25.2%),
• pre-recorded and posted on the Internet
interactive teaching aids for studying
subjects in the programs of a medical
college, including those compiled by
teachers of this college (22.9%),
• lessons with a tutor (tutoring) using remote
Internet platforms Zoom, Google Meet,
Skype (18.1%).
Less often, online games were used as
educational practices (4.9%), interactive training
programs on the online platforms of the medical
lyceum before the pandemic were used by only
4.5% of students, and 1.8% used Internet
resources from other sources - educational
institutions (Table 2).
Table 2.
Data on Internet resources used by students
Types of online resources used by medical students before the COVID-
19 pandemic
Number of students and share
in the sample n%
YouTube educational channels
50 (26.8%)
online tests in preparation for SFAand EIT
47 (25.2%)
interactive tutorials
26 (13,9%)
tutoring with the use of Internet platforms Zoom, Google Meet, Skype
34 (18.1 %)
educational online games
9 (4.9%)
educational programs on the online platforms of the lyceum
8 (4.5 %)
other online resources
3 (1.8 %)
The studied time period covered the stage before
the start of the pandemic and the stage of active
implementation of distance learning. Sample (n
= 187)
After WHO announced the pandemic and the
need for anti-epidemic quarantine measures,
education was transferred to distance learning.
And this is expected to increase the list of used
online resources and online learning platforms.
The ratio of online tools used by students of the
medical lyceum during distance learning in self-
isolation is shown in Table 3.
Table 3.
Data on electronic and Internet resources used by students in distance learni
Types of online resources used by medical students in the
introduction of distance learning during a pandemic
Number of students and share in
the sample n%
classes - video conferencing on Zoom, similar to traditional offline
lessons in the classroom
187 (100%)
educational channels and science videos on YouTube
161 (86.0 %)
educational programs on the online platforms of the lyceum
156 (83.5 %)
pre-recorded and posted online lectures by lyceum teachers (non-
interactive)
145 (77.6 %)
online tests in preparation for SFA and EIT
107 (57.2%)
interactive tutorials
68 (36.4 %)
tutoring with a tutor using the Internet platforms Zoom, Google Meet,
Skype
34 (18.1%)
educational online games
13 (6.9%)
other online resources
3 (1.8 %)
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The time period under study covered the period
of forced self-isolation during the COVID-19
pandemic. Sample (n = 187)
The visual distribution of the digital technologies
and Internet resources used by the students of the
medical lyceum, which they used for educational
purposes during the full-time training before the
pandemic and during and after the transition to
distance learning during quarantine due to the
pandemic, is shown in Figure 1.
Figure 1. Histogram (bar chart comparing the volume and classification of educational online resources
used by students of the medical school for educational tasks before and during the COVID-19 pandemic.
A-classes - video conferencing on Zoom, similar
to traditional offline lessons in the classroom
B-educational channels and science videos on
YouTube
C - educational programs on the online platforms
of the lyceum
D -pre-recorded and posted online lectures by
lyceum teachers (non-interactive)
E- online tests in preparation for SFA and EIT
F -interactive tutorials
G -tutoring with a tutor using the Internet
platforms Zoom, Google Meet, Skype
H -educational online games
I -other online resources
Students were also asked about the number of
(astronomical) hours spent online for learning
purposes on various online learning platforms
before and during the COVID-19 pandemic
(n = 187).
Students then rated the effectiveness of online
learning platforms on the Likert scale: 1 point
showed the highest efficiency and high quality of
learning, and 5 - the lowest. According to
students' responses, video tutorials, such as
instructional videos on YouTube educational
channels, proved to be the most effective,
followed by online preparation for SFA and EIT
tests and interactive tutorials, as well as
interactive tutorials, tutoring classes using online
Zoom, Google Meet, Skype platforms were
evaluated as effectively improving the quality of
learning. Lyceum students could use several
online resources for education, interactive
textbooks have shown high efficiency to improve
the quality of education in medical lyceum
programs.
During distance learning after the onset of
isolation due to the COVID-19 pandemic,
students spent an average of 7 to 10 hours
learning online and using online platforms to
learn and control online knowledge. This
compares to 4-6 hours of similar learning activity
during full-time offline training before a
pandemic. The difference in time spent on
distance technology and online training in the
period before and after quarantine was
significant (p <0.05). A comparable number of
students spent less than 1 hour online using
online learning platforms before and during
quarantine restrictions. However, the number of
students spending longer periods on online
learning resources and online learning has
increased, for example, 7.4% (n = 14) compared
to 23.56% (n = 44) students who have spent more
than 15 hours online-platforms for training
before and during a pandemic (Figure 2).
0%
20%
40%
60%
80%
100%
120%
A B C D E F G H I
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Figure 2. Histogram (bar chart) comparing the number of academic hours spent by students on online
platforms before and during the COVID-19 pandemic and the distribution of types of online resources used
by medical school students before and after the COVID-19 pandemic
To identify reliable significance, a calculation
was performed using the method of
nonparametric statistics of the Wilcoxon test,
which found that the difference was significant
(p <0.05). The Mann-Whitney U-test showed
that the time difference between students during
the COVID-19 pandemic was also significant
(p <0.001).
Students' perception of online learning
In the study, 60.7% of students noted that such a
feature of distance online learning as
interactivity, positively affected the quality of
information acquisition, students had the
opportunity to interact with the teacher and other
students through group online chat or talking
directly using an audio headset (headphones and
microphone). Some students also noted the
usefulness of increasing online motivation and
involvement in online learning methods such as
group discussions, small discussion groups,
virtual labs and workshops, and interactive
quizzes.
Medical high school students rated their
experience on the quality and effectiveness of
online learning on the Likert scale: 1 – “strongly
disagree with the statement”, 5 – “strongly
agree”, with intermediate values regarding the
degree of “statement is acceptable” (Table 4). In
general, students noted that the disadvantages of
distance learning are the difficulty and limited
ability to ask questions and receive timely
answers from the teacher. Interestingly, on
average, medical students showed a neutral
attitude in answering the question of whether to
increase the degree of interactivity of distance
learning over the Internet. They also noted that
its effectiveness in some criteria is lower than the
face-to-face form (feedback, speed of reaction,
the impact of technical aspects, the ability to
focus on the learning process).
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Table 4.
Students' perceptions of their online distance learning experience, rated on a Likert scale from 1 to 5
Statement
Mean
±SD
I like distance learning online more than full-time
2.6
1.4
I believe that distance learning is as effective a method as full-time in
the classroom
1.9
1.4
I prefer distance learning full-time
1.7
1.5
Distance learning motivates well to study
2.8
1.2
It is easy for me to participate in a distance lesson online
2.6
1.3
It is convenient for me to ask questions in a remote lesson
2.7
1.5
I would prefer that distance learning be more interactive with the use of
Internet technology
3.4
1.6
Teachers are prepared for distance learning as well as full-time
3.4
1.5
I feel that distance learning is a good preparation for the future
profession of a doctor
2.3
1.2
Technical impact (quality of Internet connection) creates a problem with
the quality of distance learning
2.7
1.9
1 = strongly disagree and 5 = strongly agree.
Likert values are derived as the mean ± standard
deviation.
The main advantages of online learning are that
it saves students time on travel (19.82%),
provides flexibility of learning opportunities,
adaptability (19.52%), the ability to learn at your
own pace, you can choose a comfortable daily
routine (18.63%), it is more comfortable
(15.84%) and reduces transport and other costs
(14.24%) (Figure3A). Other students - future
physicians (n = 82) also noted that distance
learning saves time and gives them more
opportunities for training, reduces anxiety from
unnecessary social contacts.
Figure 3. Histogram showing the advantages (A) and disadvantages (B) of distance learning using Internet
resources (n = 187).
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A. Benefits of distance learning using Internet resources of online learning
B. limitations of distance learning using
Internet resources of online learning
Students of the medical lyceum were provided
with a list of potential advantages of distance
online learning, it was necessary to choose
subjectively appropriate. it was also possible to
enter their own statements (Figure 3 A). The
questionnaire also provided students with a list of
potential shortcomings of distance learning to
assess what they considered to be relevant from
the list, and was given the opportunity to enter
their own statements (n = 187). As negative
aspects and obstacles to effective distance
learning with the use of digital technologies and
Internet platforms, students named distractions -
studying at home, where concentration is worse
than in the classroom (26.8%), technical
capabilities when connected to the Internet
(21.5%), inconvenient time for lessons (17.3%),
psychological discomfort (11.08%) and lack of
space to study at home compared to high school
classes (11.03%), (Figure 3 B). Students (n = 25)
noted as additional disadvantages of distance
learning: decreased motivation, difficulty
concentrating and the ability to ask a question in
a timely manner to the teacher, lack of contact
(13.3 %).
Discussion
With the increasing severity of quarantine
measures in the COVID-19 pandemic, it has
become logical that many institutions of the
continuing medical education system have turned
to the distance learning process based on online
platforms. However, online education has been
used until the current quarantine restrictions. The
spread of COVID-19 has strengthened the role of
distance learning using online resources today
and the application of this methodology to the
continuing health education system in the future.
Adaptation of the system of continuing medical
education to new conditions due to the COVID-
19 pandemic
Health education institutions have adapted to
distance learning due to the pandemic in various
ways: by providing interactive tutorials through
online platforms, adding new digital resources to
existing learning platforms, creating new
innovative online learning opportunities with
new platforms and digital solutions (Vallée et al.,
2020). Some studies show that students' views
have also been taken into account when
implementing updated programs and online
learning, but this is the nature of the practice for
higher education institutions with higher levels
of accreditation - medical universities (Wynter et
al., 2019).
The impact of COVID-19 on the popularity and
effectiveness (quality) of distance learning
The study showed a significant increase in the
time spent on distance learning using Internet
platforms before and during the pandemic
(p <0.05). This was expected, because the main
source and through pedagogical communication
and interaction of students with their teachers
was exclusively online resources, various
Internet platforms, while previously, in addition
to online communication in teaching, most of it
was occupied by full-time. An important
prospect is the initiated development of
innovative educational projects for the
development of distance medical education. The
0,00%
5,00%
10,00%
15,00%
20,00%
25,00%
30,00%
concentration at home is
worse than in class
technical capabilities when
connected to the Internet
inconvenient time for
lessons
psychological discomfort
poor study conditions at
home
decrease in motivation
difficulty concentrating
inability to ask the teacher a
question in a timely manner
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results of the study demonstrate the desire of
lyceum students who study remotely to make the
interactivity of learning based on online
technologies and Internet platforms more
pronounced. This can be achieved through
greater implementation of methodological
developments such as interactive quizzes, online
discussions, interactive surveys, etc. (He et al.,
2021). The model of synchronous learning is
formulated as a kind of special social educational
space in which asking questions and getting
answers to them takes place live in real time
(Klibanov et al., 2018; Toquero & Talidong.,
2020). Such maximum active communication
between teachers and their students (where the
difference between the dynamics of distance and
full-time learning is minimized) allows to
increase the involvement of students and create a
more active dynamic and responsive educational
environment.
Students' perception of online learning as a
component of assessing its quality
Medical students rated their distance learning
experience using online resources lower than
regular and traditional full-time learning: an
average of 1.7 points in the category of
“preference for distance learning online”, and 2.5
(ideally average grade) for the positive aspects
conducting online lessons (Table 2), which
shows that most medical high school students
still prefer the quality of traditional full-time
education. A previously cited study using the
DREEM survey showed higher average scores
for the traditional offline learning environment
(Vallée et al., 2020). However, given that
medical high school students at the time of the
survey were limited to distance learning, their
responses may not objectively reflect the
effectiveness and quality of distance learning
using online technologies and resources. Since
distance learning has become the main direction
of the educational process, including in the
institutions of the system of continuing medical
education, the analysis of its quality is of
paramount importance in comparison with the
previous traditionally used methods. And such an
analysis is important for the further development
of specialized medical education. In addition,
unlike the specialized medical training at various
levels previously assessed by the DREEM
criteria, the current pandemic has caused a
sudden and unexpectedly unpredictable shift
towards the predominant use of distance learning
using online resources and the Internet on a much
larger scale. This has led to inconsistencies in the
unprepared curricula of educational institutions,
including lyceums, and insufficient training of
many teachers, and technical difficulties.
distance learning and its assertion in the leading
role as a single educational methodology.
Despite the relatively high score (3.4 points) on
teacher training and the effectiveness of the
teaching process, the quality of distance learning
courses in medical schools could be affected by
several factors: technically inadequate quality of
Internet connection and connection, distractions
that affected on the quality of classes in the home
and family environment (not conducive to
concentration in school), not the most convenient
time for training. This is shown by the results of
the study.
Advantages and disadvantages of distance
learning in the system of continuing medical
education
For students, the main advantages of distance
learning, when classes are held online and
students are at home, are saving time on trips to
study at the lyceum, the flexibility of educational
techniques and methods, the ability to learn at
their own pace (Figure 3A). However, these
advantages cannot be applied as universal
advantages of distance learning. For example,
such a restriction as pre-recorded content
(lecture, theory for preparation for testing, etc.)
may be perceived negatively by students due to
the inability to interact with the teacher. In
addition, the study found that viewing pre-
recorded lessons and lectures on online
platforms, compared to being able to attend face-
to-face classes offline, was negatively correlated
with academic achievement. The main obstacles
to distance learning, as shown by the results of
the survey, are the inability to focus on learning
in the classroom at home, technically
unsatisfactory quality of Internet connection and
communication during the lesson, inconvenient
time of classes (Figure 3 B). This can put
disadvantaged students at a disadvantage:
uncomfortable family conditions, limited
Internet access.
Evaluation of the quality of the educational
process in the medical lyceum
Quality control of learning outcomes is the basis
of the internal control system, allows to identify
deviations between expected indicators and
results through feedback, and determines the
level of knowledge and skills acquired by
applicants for education, formed competencies to
the requirements of regulations for general
secondary education. Quality control of teaching
at the Ukrainian Medical Lyceum of the National
Medical University named after
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A. A. Bogomolets in full-time form of the
educational process is carried out in the form of
open classes, mutual and control visits,
questionnaires, self-assessment. Quality control
of learning outcomes is carried out at all levels:
founders, administration, departments, teachers,
parents, public organizations. From November
28, 2021 in the Ukrainian Medical Lyceum of the
National Medical University named after
A. A. Bogomolets underwent an external
certification audit of the quality management
system of the institution in the field of education.
Confirmation of the quality of the educational
process in the Ukrainian Medical Lyceum of the
National Medical University named after
A. A. Bogomolets at the international level has
received a certificate of compliance with the
requirements of ISO 9001: 2015 This confirms
compliance with the requirements of
international standards and provides a priority
position in the market of educational services.
The certification body of management systems
highly appreciated the quality management
system and confirmed its compliance with the
requirements of ISO 9001: 2015 (certificate
№ UA. IF. QMS. 47-19) and DSTU ISO 9001:
2015 (certificate № UA. IF. QMS. 46-19).
In light of the active implementation of the
distance education system in the new conditions,
it is extremely important that it meets all the
quality management criteria of the international
standard ISO 9001: 2015.Since, according to the
results of an external audit, the medical lyceum
of the National Medical University named after
A.A. Bogomolets received certificates of
compliance of his quality management system
with all the requirements of the ISO 9001: 2015
standard until January 2022, then an important
task of the current time is to maintain this high
level in the conditions of distance learning. The
study showed that the main significant indicators
make it possible to assert that the quality of the
educational process in the new conditions.
The future and future directions of distance
learning in the system of continuing medical
education
The active introduction of innovative online
technologies, distance learning and the digital
environment into the continuing medical
education system can play a significant positive
role for the future. Providing students-users of
Internet platforms and online resources with the
opportunity to adapt the pace of learning to
individual parameters, the acquisition of new
skills due to the variable nature of emerging and
multiplying digital resources can actively
influence the education of students - future
physicians. Having discussed the benefits of
traditional full-time and actively implemented
new distance learning, as well as the future of
medical education at all levels with increasing
involvement of Internet resources, we
hypothesize that in the future to maximize the
quality of medical education it is advisable to use
complex benefits online and full-time offline
learning. Such a model, which is based on a
combination of the advantages of both systems
and, if possible, ignores their disadvantages,
improves learning outcomes and quality,
motivation, cognitive abilities and students'
learning. Students receive online materials for
thoughtful individual development (offline), then
discuss them in interactive group sessions at
videoconferences, group chats, individual chats
with the teacher (this provides timely feedback),
etc. This gives the opportunity to learn in the
individual most comfortable mode and at the
same time take responsibility for their own
decisions.
Conclusions and Implications
Distance learning in these unprecedented times
of quarantine restrictions due to the COVID-19
pandemic has proved to be an interesting and
powerful factor influencing changes in the
learning process, which became visible due to the
introduction of distance technologies and digital
solutions, the perception of the updated learning
process. process in the medical lyceum, and the
ability to control the quality of education in the
distance form on the example of training in the
medical lyceum. By testing and reflecting on
changes in education due to the pandemic, we
understand the need to move forward and
maximize the benefits of both face-to-face
offline and distance learning online, ultimately
improve quality and efficiency, and tools for
evaluating the educational process in future
medical schools. The study may offer institutions
of the preparatory stage of medical education,
such as lyceums, to resort to such formats of
distance learning using online platforms as:
video lectures and discussions, for example, in
Zoom, interactive group forms in small groups,
virtual laboratory and practical work, interactive
consultations and classes. The use of modern
online platforms on the Internet for learning,
allows students of medical lyceum, firstly, to
absorb information at a convenient time, and
secondly, to constructively discuss educational
material with teachers and classmates. After
overcoming the limitations of the pandemic, we
expect further active integration of online
distance learning methods with the use of virtual
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digital and Internet resources into the traditional
system of continuing medical education.
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