Introduction. The primary level of medical care ensures accessibility and continuity of patient treatment, which is key to the health and quality of life of the population. Educational programs for the training of interns need updating due to significant and diverse contemporary challenges that directly affect the processes of teaching and learning, namely wars, epidemics, population migration, and the shortage of specialists.
With the support and funding of the European Union (EU), various projects aimed at improving healthcare institutions in Ukraine have been successfully operating for many years by strengthening their capacity to improve health indicators. For example, to enhance readiness for crisis situations in the healthcare sector, EU countries adopted the EU4Health program aimed at addressing long-term challenges by creating more accessible healthcare systems. Thus, Ukraine is moving towards the European integration of the healthcare system, harmonizing standards with UEMS and WHO [1].
Aim. To define strategic directions for improving the training of interns in the specialties of "Internal Medicine" and "General Practice – Family Medicine" to enhance quality and compliance with international standards.
Main part. Training for interns requires changes dictated by contemporary realities. Unfortunately, the daily lives of interns are significantly burdened by environmental factors (war, epidemics, population migration) and patient attitudes under conditions of daily psychological and emotional overload. Teaching must take into account all contemporary challenges and strive to create a flexible learning system that considers all mechanisms of interaction between participants in the educational process.
The unity of theoretical knowledge and practical training remains essential for interns, along with psychological readiness for work. In this aspect of education, a competency-based approach plays a key role in forming clinical competencies. The main directions practiced in sessions include analyzing real clinical cases from practice, which helps understand the stages of disease development and form clinical thinking concerning individual patients, training in the ethics of communication with patients, and using only evidence-based data in medical practice [1].
Individualization and flexibility of the educational trajectory occupy an important place in the education system. The use of personalized training plans considering the intern's basic training and interests will contribute to the effectiveness of education since the intern will be able to master the necessary competencies at their own pace and volume of knowledge without excessive pressure from the instructor. The use of a modular approach is quite promising, as it is a type of personalized learning that differs from traditional educational systems in goals and tasks, program-methodical support, organizational forms, etc. The advantages of the modular approach include logic and complexity, increased motivation, development of self-regulation and self-assessment, changing the teacher's role from informational-control to consultative-coordinative, flexibility, and variability [2].
For the successful practical activity of an intern, the integration of theoretical and practical components of training is extremely important; therefore, acquiring these components is possible only during training at a clinical base with elements of simulation learning, if necessary. The active use of portfolios and logbooks for monitoring the learning process promotes the development of personal qualities of the professional in terms of independently setting goals, organizing the learning process, and discipline.
The educational process evolves and changes simultaneously with the development of digital and innovative technologies. The introduction of distance courses, clinical virtual simulations, mobile applications, and the creation of an electronic intern cabinet will expand the possibilities of the educational process and position it at the forefront of trends [2].
An integral part of teaching activity remains mentorship, which requires meticulous work, personal improvement, the ability to make balanced decisions, and the responsibility for preparing interns. It is important to monitor the quality of education, which allows for internal and external audits, receiving feedback from interns during training, and evaluating their professional results. Preparation for continuous professional development remains an integral part of doctors' activities. The focus on long-term professional self-education contributes to the formation of an individual style of teaching activity, aids in comprehending pedagogical experience and one’s own independent work, and develops critical analysis skills of sources.
Conclusion. The training of interns must be based on modern international practices and meet the needs of Ukraine's healthcare system. To implement strategic priorities, close cooperation is required between the Ministry of Health, higher education institutions, healthcare facilities, and community initiatives.
Reference:
1. Order of the Ministry of Health of Ukraine dated January 30, 2025 No. 177 "On approval of the Procedure for the functioning of the electronic system of rating distribution for internships and Amendments to the Regulations on internships".
2. Prakasha GS, Kenneth A. Teacher Education. An Analytical Approach to Internship Practices Around the World. Routledge India. 2023: 270.
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