Abstract
The study aimed to evaluate the effectiveness of modular training in the professional education system of healthcare workers, compared with traditional teaching methods. An experimental study was conducted involving 200 healthcare workers from various specialisations. The participants were divided into two groups: a control group (traditional training) and an experimental group (modular training). Knowledge and practical skills were assessed before and after the training using tests, surveys, and practical tasks. The findings demonstrated that participants in the experimental group, who were taught through the modular system, achieved significantly higher levels of theoretical knowledge and practical skills compared to those in the control group. Additionally, an increase in motivation for learning and independent study was observed among participants engaged in modular training. Modular training has proven to be more effective in preparing healthcare professionals compared to traditional teaching methods. The implementation of a modular approach can significantly enhance the quality of medical education and improve the professional competence of healthcare workers. The study highlighted the necessity of reforming the medical education system by adopting modular training. This approach facilitates a higher level of knowledge acquisition among healthcare professionals, which, in turn, improves the quality of medical services and contributes to the overall health of the population. The findings revealed that modular training is an essential tool in the professional education of future healthcare workers, as it ensures a deeper understanding of theoretical knowledge. This is evidenced by higher average test scores achieved in the study. The results can be utilised by lecturers in higher education institutions to improve the professional preparation of future specialists in the healthcare sector
Keywords
healthcare sector; future specialists; practical skills; professional development; educational technologies
References
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