- Вовкодав, А.М. (orcid.org/0009-0000-4397-5156) (2026) Organizational and Methodological Foundations of Postgraduate Training of Military Doctors in the Conditions of Blended Learning Doctoral thesis, ДЗВО «Університет менеджменту освіти».
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Abstract
Vovkodav A. M. Organizational and Methodological Foundations of Postgraduate Training of Military Doctors in the Conditions of Blended Learning. – Qualifying scientific work as a manuscript. Dissertation for obtaining the degree of Doctor of Philosophy in Specialty 011 – Educational, Pedagogical Sciences. – SIHE «University of Educational Management» of the National Academy of Educational Sciences of Ukraine, Kyiv, 2026. Abstract content The dissertation demonstrates that the current development of military medicine in Ukraine, determined by the challenges of martial law, the need for rapid response to crisis situations, and the transition to NATO standards, requires continuous improvement of the professional competence of military doctors. It has been established that traditional forms of postgraduate training do not always ensure the necessary flexibility of the educational process without prolonged interruption of professional duties. In this regard, blended learning is considered an effective form of organizing postgraduate training that combines the advantages of face-to-face learning, digital technologies, and dictance interaction. The first chapter, «Theory and Practice of Postgraduate Training of Military Doctors in the Conditions of Blended Learning,» substantiates the relevance of the transition to blended learning in the system of postgraduate training of military doctors under conditions of martial law, digitalization, and healthcare reform based on the analysis of Ukrainian and foreign scientific sources, regulatory documents, and contemporary educational practices. A theoretical analysis of the main approaches to organizing postgraduate military medical education was carried out, the problems and contradictions of the modern training system were identified, and the essence of the key concepts of the study was clarified. Particular attention was paid to the analysis of domestic and international experience in implementing blended learning in postgraduate medical education. It was confirmed that one of the key problems of modern postgraduate training of military doctors is the insufficient level of scientific and methodological support for the organization of blended learning, particularly regarding the integration of digital technologies, algorithmization of the educational process, and the use of structured digital didactic tools. The second chapter, «Methodological Foundations of Postgraduate Training of Military Doctors in the Conditions of Blended Learning,» substantiates the conceptual, organizational, and methodological foundations of the author’s model of postgraduate training of military doctors in a blended format. Based on the analysis of modern approaches to the digitalization of medical education and international ethical initiatives concerning the use of artificial intelligence in education and healthcare (UNESCO, WHO, OECD, EU, USA, Canada), the main ethical principles of applying digital technologies in the military medical educational environment were identified. Particular attention was paid to the issues of algorithm transparency, personal data protection, academic integrity, and the distribution of responsibility between users and developers of AI systems. Within the framework of the chapter, the author developed a model of postgraduate training of military doctors in the conditions of blended learning, which integrates organizational, content-related, technological, and result-oriented components of the educational process. The model is based on competence-based, andragogical, interprofessional, and practice-oriented approaches and is implemented through an educational process organization algorithm, a digital educational ecosystem, and the SmartSynopsis pedagogical technology as a tool for AI-based structuring of educational content. It has been substantiated that the implementation of the proposed model ensures the integration of asynchronous and synchronous forms of learning, supports professional communication, algorithmizes clinical thinking, and increases the effectiveness of professional training of military doctors without prolonged interruption of professional duties. It has been shown that the use of a digital educational ecosystem, communication contour, online interviews, structured video lectures, and SmartSynopsis contributes to increasing the accessibility of the educational process, developing professional reflection, forming clinical decision-making skills, and harmonizing Ukrainian postgraduate military medical education with modern international standards. The third chapter, «Experimental Verification of Postgraduate Training of Military Doctors in the Conditions of Blended Learning,» presents the experimental verification of the effectiveness of the author’s model of postgraduate training of military doctors in a blended format. The methodology of the pedagogical experiment was substantiated, criteria and indicators for evaluating the effectiveness of the model were determined, and the organization of the ascertainment, formative, and final stages of the study was described. Within the chapter, the working hypothesis of the study was clarified, according to which the implementation of the author’s model of postgraduate training of military doctors, based on competence-based, andragogical, interprofessional, and practice-oriented approaches and implemented through the educational process organization algorithm, digital educational ecosystem, and SmartSynopsis pedagogical technology, ensures a statistically significant increase in the level of professional competencies formation among trainees. The experimental verification was carried out in three interconnected directions: input and output questionnaires of trainees (Pre/Post-test), expert evaluation of the effectiveness of the model components, and content analysis of digital educational communication. Statistical processing of the results included Student’s t-test, effect size determination (Cohen’s d), and assessment of the consistency of expert judgments using Kendall’s W coefficient. The ascertainment stage of the experiment was aimed at determining the initial level of trainees’ readiness to use blended learning components, identifying problem areas, and diagnosing the level of professional competencies formation. The formative stage involved testing and implementing the author’s blended learning model through the integration of asynchronous, synchronous, and communication components of the digital educational ecosystem. The final stage focused on statistical verification of the effectiveness of the proposed model and generalization of the results of the pedagogical experiment. The generalized results of the study demonstrated that the proposed model of postgraduate training of military doctors ensures a holistic organization of blended learning and overcomes the fragmentation of traditional distance training. The established statistical significance of changes (p < 0.05) and medium effect size confirmed the effectiveness of the author’s educational process organization algorithm. It was experimentally proven that the integration of the SmartSynopsis pedagogical technology, digital educational ecosystem, communication contour, and structured interaction in blended learning contributes to the development of clinical thinking, professional communication, teamwork, and professional reflection of military doctors. It has been proven that the implementation of the author’s model of postgraduate training of military doctors in the conditions of blended learning is an important condition for ensuring continuous professional development of medical personnel, increasing the effectiveness of military medical education, and adapting the postgraduate training system to the modern challenges of martial law and digital transformation of education.
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