Modern medical education is evolving amid digitalization and the integration of distance learning technologies into traditional (face-to-face) educational processes. This has led to the emergence of blended learning formats, largely driven by the introduction of quarantine restrictions and the onset of large-scale military actions in Ukraine. The implementation of blended (classroom-distance) learning in teaching biostatistics to future physicians enhances the efficiency of material acquisition. This format combines traditional lectures with online courses, virtual laboratories, and simulators, enabling students to build individualized learning trajectories, master content effectively, and work independently on a flexible schedule.
Medical education in Ukraine is regulated by state educational standards that define graduate competencies. Although clinical disciplines remain the focus, there is a growing need to develop analytical skills, including proficiency in biostatistical methods. The standards for higher medical education in the specialty 222 «Medicine» mandate the study of biostatistics, enabling future doctors to apply quantitative methods directly in clinical practice.
Biostatistics is a fundamental component of medical training. It allows for the analysis of clinical data, evaluation of treatment effectiveness, forecasting of outcomes, assessment of disease risks, and critical evaluation of research findings. The objectives of studying biostatistics include fostering students' critical thinking and their ability to apply statistical methods in clinical research.
In Ukrainian medical universities, mathematical education is usually limited to basic courses in algebra and elementary statistics, unlike foreign institutions where biostatistics is studied more extensively and students acquire broader statistical skills. In Ukraine, students often struggle with understanding statistical concepts, a challenge that intensified when biostatistics was moved from mandatory to elective courses.
It has been established that in foreign universities, biostatistics is integrated into general medical training programs using problem-based learning, large data sets, and specialized statistical software. In Ukraine, a theoretical approach with limited use of digital tools predominates.
Educational programs in medicine aim to develop the ability to solve complex clinical and research tasks, which is impossible without a solid grounding in biostatistics. Biostatistics supports the development of general competencies such as analytical thinking, critical data assessment, information systems proficiency, and communication skills, as well as specialized competencies like clinical data analysis and decision-making based on statistical models.
A comparative analysis of curricula demonstrates that in Ukraine, biostatistics is often taught as a separate discipline with limited practical hours, whereas in leading global universities, it is integrated from early stages, ensuring more effective application in clinical practice and research.
Therefore, to improve biostatistics education in Ukrainian medical universities, it is advisable to: expand practical training in medical data analysis; incorporate modern digital technologies, specialized software, and real clinical cases into the curriculum; integrate biostatistics with clinical disciplines; implement adaptive teaching methods that consider different levels of students' preparedness for mastering statistical methods.
