DEVELOPING DIGITAL COMPETENCE OF FUTURE PHYSICIANS IN CREATING ELECTRONIC EDUCATIONAL RESOURCES: A CONTEMPORARY REVIEW

The rapid digital transformation of higher medical education has emphasized the importance of developing electronic educational resources (EERs) as an essential competence for future physicians. This article reviews recent international studies and statistical data from 2018 to 2025 in order to evaluate the current state of medical students’ digital skills and the effectiveness of interventions designed to enhance their competence in creating EERs. The findings indicate that structured workshops, integrated curricula, and targeted training programs significantly improve students’ confidence and ability to design digital resources, with competence levels increasing by up to 34–40% after training. Despite these positive results, significant challenges remain, including limited faculty expertise in digital pedagogy, technological infrastructure barriers, linguistic accessibility issues, and the lack of standardized evaluation frameworks. Addressing these challenges requires comprehensive strategies such as embedding EER development in the core curriculum, continuous professional development for educators, investment in infrastructure, and international collaboration to reduce inequalities between high-income and low- and middle-income countries. Enhancing digital competence in EER development will ensure that future physicians become active creators of medical knowledge, capable of improving educational quality, professional growth, and patient communication.