Organizational and managerial foundations of the formation of digital competencies of a teacher in the conditions of digital transformation

Abstract

The article substantiates the relevance of transforming postgraduate medical education for physicians in Ukraine amidst healthcare reform, war, and digital transformation. Key challenges are identified, including workforce shortages, the need for new professional competencies, underdevelopment of digital and simulation technologies, and misalignment with international standards. A review of current Ukrainian and international experience in implementing blended (onsite and distance) learning models is conducted, combining face-to-face, online, and simulation-based formats. A model for organizing the educational process in postgraduate medical training is presented, incorporating a flexible modular structure, digital tools, instructional design, and competency assessment systems. The potential of blended learning to ensure continuous professional development, improve the quality of medical care, and prepare physicians for crisis conditions is highlighted. The need for scientifically grounded methodologies and standardized approaches to implementing such models is emphasized. It is concluded that the blended learning format holds strategic importance for the sustainable development of medical education and the healthcare system in Ukraine under global and internal challenges. The developed comprehensive model is shown to offer a range of expected positive outcomes, including improved efficiency of postgraduate training under resource constraints, expanded access to quality education in remote and frontline regions, reduced risks in acquiring practical skills through simulations, enhanced physician motivation for lifelong learning, and promotion of harmonization with European Union standards.