European Approaches and Specific Features of Teaching in Higher Medical Education Institutions
Year: 2025
Type: article
Abstract: The article presents a thorough analysis of the European approach to the organization and implementation of the educational process in medical higher education institutions. Special attention is paid to contemporary educational strategies applied in leading EU countries, particularly the introduction of the Competency-Based Medical Education (CBME) model, Problem-Based Learning (PBL), entrustable professional activities (EPAs), as well as the use of the Objective Structured Clinical Examination (OSCE) and progress testing as assessment tools. Structural, methodological, and organizational aspects of implementing these approaches in European medical universities are examined. The aim of the study is to systematize and critically evaluate the educational practices used across European countries in terms of their effectiveness, evidence base, and adaptability to the national context of higher medical education in Ukraine. The research methodology includes systematic, comparative, and content analysis, along with thematic analysis of publications indexed in PubMed, Scopus, and DOAJ. A substantial number of scientific sources were reviewed, most of which are peer-reviewed articles from leading international journals highlighting the implementation of CBME and PBL in Europe. The findings reveal that the key features of the European model for training future physicians include: integration of theoretical and clinical training, student-centered learning, emphasis on interdisciplinarity, application of modern digital technologies, and standardized assessment methods for clinical competence. Both strengths (flexible curricula, development of clinical reasoning, international mobility) and challenges (resource disparities, need for pedagogical support, resistance to change) faced by educational institutions are identified.
Author: S. KONONENKO
Language: English
Field: Medicine
Domain: Health Sciences
Open Access status: diamond
OpenAlex ID: W4414352196