DIRECTIONS FOR IMPROVING THE QUALITY OF POSTGRADUATE EDUCATION OF PHYSICIANS

The pursuit and implementation of advanced information technologies in diagnostic and therapeutic processes are of paramount importance. It is essential to incorporate both national pedagogical experience and the educational practices of countries within the European educational space. Innovative teaching methods that facilitate a deeper understanding of theoretical concepts and support the acquisition of practical skills are fundamental to the evolving system of continuous professional development for medical practitioners. A key component in maintaining the quality of state-regulated postgraduate medical education, particularly in the context of ongoing healthcare reform in Ukraine, should be ensuring access to the full spectrum of educational formats utilized by international counterparts. The aim of this study is to highlight the benefits of applying innovative teaching methods during postgraduate internship training, with consideration for the specific characteristics of individual disciplines and interdisciplinary integration, in order to improve the overall quality of postgraduate medical education. Materials and methods. Over a five-year period, faculty members from the departments of Clinical Immunology, Allergology, Endocrinology, and Pharmacology evaluated the effectiveness of teaching the course "Clinical Immunology and Allergology" and assessed the retention of pharmacological knowledge during thematic advanced training cycles and internship programs. The study encompassed various specialties, including General Practice–Family Medicine, Dermatovenereology, Anesthesiology and Intensive Care, and Dentistry. Results. In the initial phase, baseline knowledge regarding the diagnosis and treatment of allergic disorders was assessed through written testing. Correct answers were obtained in 55% of cases, with the lowest scores recorded among dental interns (approximately 50%). To enhance training outcomes, a survey was conducted among 75 interns who had completed training over the previous two years. A total of 95% positively evaluated the use of interactive teaching methods and confirmed their suitability for postgraduate education. However, 5% of respondents reported challenges related to mastering digital tools and managing time constraints. According to discussions with faculty members, the implementation of these methods led to improved independent preparation, increased engagement in clinical case discussions, heightened motivation to learn, enhanced clinical reasoning skills, and the development of confidence in articulating professional opinions. By the end of the training program, 97% of participants achieved positive outcomes on final assessments. Conclusions. Contemporary higher medical education must cultivate a learning environment capable of preparing competitive and competent healthcare professionals who can function effectively, make rapid decisions under wartime and other challenging conditions, and engage in lifelong professional development. To improve the quality of postgraduate medical education—especially when in-person instruction is limited or infeasible—the adoption of a comprehensive set of innovative teaching approaches, particularly those based on distance learning, has demonstrated clear pedagogical advantages. This modality enables learners to actively participate in the educational process despite physical separation, through the use of modern digital technologies. A review of scientific and methodological literature confirms that the integration of modern pedagogical innovations into higher medical education significantly supports physicians' professional development and facilitates their effective integration into the unified European professional space.