Med-Edu Design-360: A Pedagogical Model for Developing Future Physicians’ Competence in Creating Electronic Methodological Support

Abstract

The digitalization of medical education changes the requirements for future physicians by expanding the role of digital educational resources, electronic methodological materials, and technology-supported learning. This study presents the MED-EDU DESIGN-360 pedagogical model developed for forming future physicians’ competence in creating electronic methodological support. The model integrates competency-based learning, activity-oriented learning, digital pedagogy, and reflective practice into a complete cycle of diagnosis, methodological design, digital content creation, implementation and testing, and reflection-based improvement. The dissertation-based study involved 416 students from medical higher-education institutions. The model was operationalized through practical production of electronic textbooks, interactive modules, video lessons, electronic test banks, and learning-management-system content. Competence was considered through cognitive, practical, digital, reflective, and motivational components, while the dissertation also identifies motivational, cognitive, reflexive, and knowledge-related criteria and corresponding indicators. Reported experimental results showed increases of 29–34% in students’ competence to design and create electronic methodological materials, 27–31% in independent use of digital learning platforms, 23–28% in development of electronic assessment tools, and 25–30% in the use of virtual laboratory and simulation elements. Corresponding changes in control groups were reported within approximately 9–13%. The model provides a structured pedagogical pathway for converting theoretical knowledge of medical information technologies into demonstrable digital educational products.