Postgraduate medical education in Ukraine: Addressing modern challenges

Aim: To synthesize the principles of distance learning for medical professionals based on a review of the literature and the authors' own experience, and to identify optimal algorithms and tools for the online training of physicians during the war in Ukraine.

Materials and Methods: The authors' experience in delivering distance education to physicians was systematized and summarized. The literature analysis was conducted using PubMed, Google Scholar, Web of Science, and Scopus databases, regulatory legal acts and practical experience of training physicians in wartime conditions. The newest publications up to 5 years old or the most thorough publications that vividly described the essence of the topic were chose. When searching for information on the features of the current educational platforms used in PGME we used the following combinations of keywords: "distance education", "postgraduate medical education", "modern challenges", "war in Ukraine". 32 sources were selected that fully corresponded to the results of the request.

Conclusions: Modern technologies have significantly transformed the system of postgraduate medical education (PGME). The challenges of war, pandemic, and other global crises have underscored the necessity for the widespread and effective use of digital tools. Analysis indicates that distance learning technologies represent a vital solution for maintaining the quality of PGME. However, their successful implementation requires addressing technical, organizational, and methodological challenges. A comprehensive approach is essential, involving the development of new standards for distance learning, upgrades to technical infrastructure, and the active collaboration of all stakeholders. Utilizing widely adopted, reliable, and accessible information and communication technologies (ICT) in the pedagogical process enables the successful overcoming of contemporary challenges in medical education. The rapid adaptation of both instructors and medical trainees to new modes of knowledge acquisition helps maintain high teaching standards, ensures stability and continuity of training, and facilitates effective feedback.