Digital education hubs in medical higher education: Ukraine and the EU perspectives
Keywords:
digitalization of education, medical education, digital education hub, educa-tional content.
Abstract
The digital hub for the medical university is the embodiment of a synergetic model of the educational system. It is an educational and me-thodical arsenal forms the content of the digital hubs. It is also an organiza-tional model that focuses on the use of information and communication technologies. The purpose of this scientific research is to examine two fun-damental elements of the digital hub in medical education: logistics and teaching. The methodology of comparative analysis that is used is closely re-lated to the synergetic principles of the modern scientific paradigm. This way we can see different levels of effectiveness of digital educational hubs in Ukraine and Europe in the training of future medical professionals. The reason is significantly higher rates of integrative factors in European educational hubs, compared to Ukrainian counterparts. Thus, filing hubs make up the in-formation and digital space of Ukrainian higher medical education. European counterparts have already integrated the potential of the digital hub not only in the educational space but also in the clinical environment.
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References
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Chehade, M. J., Yadav, L., Jayatilaka, A., Gill, T. K., & Palmer, E. (2020). Personal digital health hubs for multiple conditions. Bulletin of the World Health Organization, 98(8), 569–575. https://doi.org/10.2471/BLT.19.249136
de Villiers, M., van Schalkwyk, S., Blitz, J., Couper, I., Moodley, K., Talib, Z., & Young, T. (2017). Decentralised training for medical students: a scoping review. BMC Medical Education, 17(1), 196. https://doi.org/10.1186/s12909-017-1050-9
Fritz, A. (2018). From collection silos to digital content hubs: Digital project management in special collections and university archives. In Advances in Library Administration and Organization (pp. 187–198). Emerald Publishing Limited. https://doi.org/10.1108/s0732-067120180000038014
Gulson, K. N., & Sellar, S. (2019). Emerging data infrastructures and the new topologies of education policy. Environment and Planning. D, Society & Space, 37(2), 350–366. https://doi.org/10.1177/0263775818813144
Housni, M., Talbi, M., & Namir, A. (2021). Simple technology is an improved solution for a post-pandemic informative system: A reference model. International Journal of Emerging Technologies in Learning (IJET), 16(16), 35. https://doi.org/10.3991/ijet.v16i16.23211
Kalpaka, A., Sörvik, J., & Tasigiorgou, A. (2020). Digital Innovation Hubs as policy instruments to boost digitalisation of SMEs. Publications Office of the European Union. https://publications.jrc.ec.europa.eu/repository/handle/JRC121604
Korniichuk, O. Y., Bambyzov, L. M., Kosenko, V. M., Spaska, A. M., & Tsekhmister, Y. V. (2021). Application of the case study method in medical education. International Journal of Learning Teaching and Educational Research, 20(7), 175–191. https://doi.org/10.26803/ijlter.20.7.10
Kucirkova, N., & Littleton, K. (2017). Digital learning hubs: theoretical and practical ideas for innovating massive open online courses. Learning, Media and Technology, 42(3), 324–330. https://doi.org/10.1080/17439884.2015.1054835
Lopes, J., Ferreira, J. J., & Farinha, L. (2019). Innovation strategies for smart specialisation (RIS3): Past, present and future research: XXXX. Growth and Change, 50(1), 38–68. https://doi.org/10.1111/grow.12268
Rampton, V., Mittelman, M., & Goldhahn, J. (2020). Implications of artificial intelligence for medical education. The Lancet. Digital Health, 2(3), e111–e112. https://doi.org/10.1016/S2589-7500(20)30023-6
Sassanelli, C., Terzi, S., Panetto, H., & Doumeingts, G. (2021). Digital Innovation Hubs supporting SMEs digital transformation. 2021 IEEE International Conference on Engineering, Technology and Innovation (ICE/ITMC). https://ieeexplore.ieee.org/abstract/document/9570273
Tan, S. C., Chan, C., Bielaczyc, K., Ma, L., Scardamalia, M., & Bereiter, C. (2021). Knowledge building: aligning education with needs for knowledge creation in the digital age. Educational Technology Research and Development: ETR & D, 69(4), 2243–2266. https://link.springer.com/article/10.1007/s11423-020-09914-x
Thakur, A., Soklaridis, S., Crawford, A., Mulsant, B., & Sockalingam, S. (2021). Using rapid design thinking to overcome COVID-19 challenges in medical education. Academic Medicine: Journal of the Association of American Medical Colleges, 96(1), 56–61. https://doi.org/10.1097/ACM.0000000000003718
Tsekhmister, Y. V., Konovalova, T., Tsekhmister, B. Y., Agrawal, A., & Ghosh, D. (2021). Evaluation of virtual reality technology and online teaching system for medical students in Ukraine during COVID-19 pandemic. International Journal of Emerging Technologies in Learning (IJET), 16(23), 127–139. https://doi.org/10.3991/ijet.v16i23.26099
Vial, G. (2019). Understanding digital transformation: A review and a research agenda. Journal of Strategic Information Systems, 28(2), 118–144. https://doi.org/10.1016/j.jsis.2019.01.003
Wu, W., & Plakhtii, A. (2021). E-learning based on cloud computing. International Journal of Emerging Technologies in Learning (IJET), 16(10), 4. https://doi.org/10.3991/ijet.v16i10.18579
Published
2023-04-30
How to Cite
Budko, H., Ivakhniuk, T., Ivakhniuk, Y., Plakhtiienko, I., & Tsekhmister, Y. (2023). Digital education hubs in medical higher education: Ukraine and the EU perspectives. Amazonia Investiga, 12(63), 233-242. https://doi.org/10.34069/AI/2023.63.03.22
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