The digital transformation of medical education requires electronic methodological support that is not limited to digitizing lecture materials, but systematically connects learning objectives, content, practical activities, assessment, feedback, and independent work. This article presents a methodology for developing and implementing electronic methodological support for teaching “Information Technologies in Medicine” through distance-learning platforms. The methodology was derived from dissertation-based research involving 416 students from medical higher-education institutions and was organized around the MED-EDU DESIGN-360 approach. The methodology integrates competency-oriented learning objectives, modular electronic resources, practical tasks, multimedia materials, formative assessment, feedback, and platform-based organization of independent learning. Moodle and Google Classroom were considered as the principal environments for delivering and managing the electronic methodological support. The experimental results reported in the dissertation indicate positive changes in students’ information-technology competence and related learning indicators, with improvements of approximately 23–34% across the principal indicators, compared with approximately 9–13% changes in the control group. Statistical processing used Student’s t-test and corresponding critical values. The proposed methodology can be adapted to medical higher-education courses where digital competence, independent learning, and practical application of information technologies are core learning outcomes.
Methodology for Developing Electronic Methodological Support on Distance Learning Platforms in Teaching “Information Technologies in Medicine”
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