Aim: To synthesize the principles of distance learning for medical professionals based on a review of the literature and the authors' own experience, and to identify optimal algorithms and tools for the online training of physicians during the war in Ukraine. Materials and methods: A literature analysis was conducted, encompassing current scientific publications, regulatory acts, and documented practices of training physicians in wartime conditions. Contemporary educational platforms used in postgraduate medical education (PGME) were evaluated regarding their advantages and disadvantages. The authors' experience in delivering distance education to physicians was systematized and summarized. Conclusions: Modern technologies have significantly transformed the system of postgraduate medical education (PGME). The challenges of war, pandemic, and other global crises have underscored the necessity for the widespread and effective use of digital tools. Analysis indicates that distance learning technologies represent a vital solution for maintaining the quality of PGME. However, their successful implementation requires addressing technical, organizational, and methodological challenges. A comprehensive approach is essential, involving the development of new standards for distance learning, upgrades to technical infrastructure, and the active collaboration of all stakeholders. Utilizing widely adopted, reliable, and accessible information and communication technologies (ICT) in the pedagogical process enables the successful overcoming of contemporary challenges in medical education. The rapid adaptation of both instructors and medical trainees to new modes of knowledge acquisition helps maintain high teaching standards, ensures stability and continuity of training, and facilitates effective feedback. Keywords: distance education; postgraduate medical education; modern challenges; Ukraine; war.
Шаповалов et al. (Tue,) studied this question.