FEATURES OF ORGANIZING INDIVIDUALIZED PRACTICE-ORIENTED EDUCATIONAL PATHWAYS FOR HIGHER EDUCATION STUDENTS AT THE UNIVERSITY CLINIC OF BOGOMOLETS NATIONAL MEDICAL UNIVERSITY

Abstract

Introduction. The modernization of medical education in Ukraine focuses on competency-based, student-centered learning and the development of individualized educational pathways. University clinics support this process by integrating educational, clinical, and research activities and providing opportunities for the acquisition of practical competencies in real healthcare settings.Aim. To examine the organizational characteristics of individualized practice-oriented educational pathways for higher education students at the University Clinic of Bogomolets National Medical University and to assess their potential benefits, implementation challenges, and influence on the development of professional competencies, clinical reasoning, and preparedness for future medical practice within contemporary healthcare systems.Materials and methods. A cross-sectional analysis was conducted using survey data collected from higher education students in Ukraine in 2022 (n = 273), 2025 (n = 474), and 2026 (n = 156), yielding a total sample of 903 respondents. The study aimed to assess students’ satisfaction with the quality of theoretical and practical training and their exposure to discussions on academic integrity during their studies.Results. The study assessed higher education students’ satisfaction with the quality of theoretical and practical training and their exposure to discussions on academic integrity between 2022 and 2026. Survey results demonstrated a steady increase in satisfaction with theoretical training, rising from 43.6% in 2022 to 64.7% in 2026, accompanied by a significant decline in dissatisfaction. Satisfaction with practical training also improved, increasing from 15.0% to 30.8% over the same period, although practical training remained an area requiring further enhancement. Trend analyses confirmed statistically significant positive changes in students’ perceptions of educational quality across the study period.Conclusions. The findings support individualized practice-oriented educational pathways as an effective approach to improving medical education quality and strengthening students’ competencies. Integration of clinical practice, mentorship, research, and educational technologies within the University Clinic of Bogomolets NMU fosters clinical reasoning, professional responsibility, and readiness for medical practice.