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OPTIMIZATION OF HISTOLOGY TEACHING IN HIGHER MEDICAL EDUCATION UNDER MARTIAL LAW: THE ROLE OF DIGITALIZATION AND ACTIVE LEARNING STRATEGIES
05.01.2026 16:20
[4. Педагогічні науки]
Автор: Nataliia Dymar, Bogomolets National Medical University, Kyiv, Ukraine; Liliia M.Yaremenko, MD, Doctor of medicine, Professor, Bogomolets National Medical University, Kyiv, Ukraine
ORCID: 0000-0003-2673-2683 N.Dymar
ORCID: 0000-0001-7076-467X L.Yaremenko
The system of higher medical education in Ukraine at the present stage of development operates under complex transformational challenges caused by the digitalization of the educational environment and the intensive implementation of distance and blended learning formats. Socio-political and security-related factors significantly affect the organization of the educational process, the psycho-emotional state of higher education students, and the effectiveness of professional competence formation in future physicians. In this context, the issue of ensuring the quality of teaching fundamental medical-biological and morphological disciplines becomes particularly relevant, especially the course “Histology, Cytology, and Embryology”, which serves as a methodological foundation for the development of clinical thinking in future healthcare professionals [5, 167]. Limited access to face-to-face classes and specialized microscopic equipment necessitates the optimization of the educational process through the integration of active learning methods, digital educational resources, and pedagogical strategies aimed at stimulating cognitive activity and enhancing learning motivation among medical students.
The introduction of martial law in Ukraine has led to increased instability in the educational environment at all levels of education, which objectively requires systematic adaptation of the educational process, particularly in higher medical institutions. Optimization of educational activities under these conditions should be based on the principles of flexibility, accessibility, safety, and preservation of the quality of professional training for future physicians. One of the priority measures in this regard is modular and flexible curriculum planning, which allows for adaptive redistribution of academic workload depending on the security situation. Such an approach enables the timely rescheduling or intensification of educational content without disrupting the internal logic of the discipline or the achievement of expected learning outcomes.
Within the framework of distance and blended learning, pedagogically grounded integration of synchronous and asynchronous learning formats plays a crucial role in the implementation of educational programs. This approach corresponds to the principles of blended learning theory and student-centered education, ensuring a balance between guided instructional interaction and autonomous cognitive activity of students. Synchronous learning formats, including webinars, online consultations, clinical-morphological analyses, and problem-based discussions, provide immediate feedback, support academic discipline, and promote high levels of cognitive engagement [2, 280]. At the same time, asynchronous educational resources – such as video lectures, electronic learning materials, digital atlases, and test item banks – ensure continuity of the educational process by enabling individualized learning pace and independent study. The asynchronous component is particularly important under conditions of limited access to classroom or online sessions caused by power outages or unstable internet connectivity, as it helps maintain the consistency of learning outcomes regardless of external constraints.
The obtained results indicate that one of the leading directions for optimizing the teaching of “Histology, Cytology, and Embryology” under conditions of limited access to traditional laboratory facilities is the purposeful digitalization of morphological training. In particular, the implementation of virtual microscopes, high-resolution digital histological slides, and specialized platforms for collaborative microstructural analysis ensures the preservation of the practice-oriented component of education and contributes to the development of stable morphological analysis skills. The use of these digital tools partially compensates for restricted access to microscopic equipment while expanding opportunities for repeated engagement with learning materials and fostering visual-analytical thinking among students [4].
Within the context of dual education, special attention should be paid to aligning theoretical training in fundamental morphological disciplines with real clinical conditions of the educational environment. This alignment is achieved through the implementation of simulation technologies, video demonstrations of morphofunctional changes in organs and tissues, and interdisciplinary integration of the “Histology, Cytology, and Embryology” course with clinical disciplines [5, 170]. Such an approach corresponds to the competency-based paradigm of medical education and promotes the formation of a systemic understanding of the relationship between microscopic tissue structure and pathological processes.
The results of the analysis confirm that active learning methods play a decisive role in ensuring deep and meaningful acquisition of theoretical knowledge in histology under conditions of limited face-to-face interaction between instructors and students. The most effective educational practices include problem-based learning, analysis of clinical-morphological cases, interactive online discussions, virtual laboratory sessions, and systematic work with digital histological specimens [3, 45]. The application of these methods facilitates the development of causal reasoning, analytical skills, and the ability to integrate theoretical knowledge with practical clinical situations. In the context of physician training, this approach ensures a transition from reproductive learning to the formation of professional competencies and readiness for evidence-based clinical decision-making.
At the same time, the findings highlight the importance of strengthening pedagogical support and academic guidance for students through regular consultations, adaptive assessment methods, and individualized learning pace. Such strategies contribute to reducing manifestations of learning maladaptation under conditions of increased psycho-emotional stress and enhance cognitive engagement and intrinsic learning motivation among medical students, which is consistent with contemporary approaches to quality assurance in medical education [1, 84].
Thus, higher medical education in Ukraine at the present stage requires adaptation of the educational process to the challenges of martial law, which necessitates the renewal of organizational and methodological approaches to training future physicians. Optimization of the educational process should be based on the principles of flexibility, continuity, and preservation of professional training quality, particularly through modular curriculum planning and the integration of distance and blended learning formats. The combination of synchronous and asynchronous educational modalities, digitalization of morphological training, and implementation of active learning strategies ensure the maintenance of the practice-oriented nature of histology teaching, promote the development of analytical thinking, and facilitate the integration of fundamental knowledge with clinical practice. Strengthening pedagogical support and academic guidance remains a key factor in enhancing cognitive activity and learning motivation under conditions of increased psycho-emotional burden.
References:
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4. Інноваційні технології навчання в умовах модернізації сучасної освіти : монографія / за наук. ред. д. пед. н., проф. Л. З. Ребухи. Тернопіль : ЗУНУ, 2022. 143 с.
5. Iryna Dvulit, Nataliia Dymar, Petro Kuzyk, Inna Marush, Serhii Chugin Alignment of healthcare training criteria in Ukraine with European Standards. GEORGIAN MEDICAL NEWS No 3 (360) 2025. 166-171. URL : https://www.geomednews.com/Articles/2025/3_2025/166-171.pdf (Дата звернення 28.12.2025)
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