Application of the integrative model in the modernization of a pulmonology education program

Background. The traditional division of the educational process into the mastery of fundamental concepts, acquisition of theoretical knowledge, its practical application, and development of skills significantly reduces its effectiveness, as does the teaching of fundamental disciplines to residents and postgraduate medical students as independent components within a program or through different approaches and delivery methods. This gives rise to innovative perspectives and leads to the implementation of new ideas and teaching methods, particularly those based on integration principles related to theory and practice, while raising interdisciplinary issues and problems associated with various forms of postgraduate medical education. Noteworthy is that in addition to the varying availability and feasibility of educational technologies based on these principles, certain contradictions arise when integration principles are applied, which raises the need to improve their use in the educational process.
Objective. To apply an original integrative model of an educational module together with other modules and evaluate its effectiveness in improving a postgraduate pulmonology education program.
Methods. A group of residents and postgraduate medical students were educated using traditional and original integrative models of the educational module developed through analysis of an extensive body of literature and research findings. The integrative model combined horizontal and vertical integration and was implemented before or after completing other modules. It was compared with the traditional model of the educational module primarily by evaluating answers to test questions.
Results. The obtained indicators and comparative effectiveness evaluation of the traditional and integrative models indicate a more significant trend toward correct answers when the latter model is used (p < 0.05), i.e., an increase in the number of correct answers by over 1.5 times. The effectiveness of the integrative model is higher when it is completed after other modules (by 18.2%) rather than before them. These data are consistent with the conducted student questionnaire survey.
Conclusion. The education of postgraduate medical students and residents can be significantly improved with the use of the integrative model of the educational module. This module should ideally be completed after other Pulmonology modules.

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