BLENDED LEARNING IN THE SYSTEM OF PROFESSIONAL TRAINING OF STUDENTS AT HIGHER MEDICAL EDUCATIONAL INSTITUTIONS

Abstract

This article explores diverse interpretations, models, and structured concepts of blended learning integrated into the educational curriculum of higher medical institutions. While the overarching definition, models, and conceptualization of blended learning encompass educational approaches that combine aspects of both face-to-face and online learning, leveraging the strengths of each, contemporary realities suggest that the term "blended learning" has evolved into a broader umbrella term. It now encompasses various combinations, such as the integration of different teaching methods, pedagogical approaches, and interactive technologies. However, these amalgamations may not fully encapsulate the essence of blended learning. Given the multitude of interpretations surrounding blended learning, it is imperative for scholars and practitioners to articulate their specific understanding of the concept or consider alternative terminology. Currently, there is a lack of consensus in the literature regarding the detailed development of an appropriate blended learning scenario. Discussions primarily focus on achieving a balanced integration of face-to-face and online education rather than a comprehensive understanding of blended learning itself. Clarifying the components of blended learning enhances comprehension of its underlying principles, including student autonomy in determining when, where, and how they learn, the use of technology to enhance personalization, and the creation of an integrated learning experience where face-to-face and online components are synergistically aligned. Consequently, the incorporation of blended learning into educational programs is viewed as a source of enrichment. It provides an opportunity for teachers at Ukrainian higher medical institutions to approach educational principles creatively, drawing insights from both students and colleagues, each contributing unique perspectives to the educational process.

Keywords

• blended learning
• models
• higher medical education