Volume 12 - Issue 63
/ March 2023
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http:// www.amazoniainvestiga.info ISSN 2322- 6307
DOI: https://doi.org/10.34069/AI/2023.63.03.22
How to Cite:
Budko, H., Ivakhniuk, T., Ivakhniuk, Y., Plakhtiienko, I., & Tsekhmister, Y. (2023). Digital education hubs in medical higher
education: Ukraine and the EU perspectives. Amazonia Investiga, 12(63), 233-242. https://doi.org/10.34069/AI/2023.63.03.22
Digital education hubs in medical higher education: Ukraine and the
EU perspectives
Centros de educación digital en educación médica superior: Perspectivas de Ucrania y la
UE
Received: March 12, 2023 Accepted: April 25, 2023
Written by:
Hanna Budko1
https://orcid.org/0000-0002-3567-2996
Web of Science: IAQ-4775-2023
Tetyana Ivakhniuk2
https://orcid.org/0000-0001-5851-2218
Web of Science: ABS-0183-2022
Yurii Ivakhniuk3
https://orcid.org/0000-0003-2700-5832
Web of Science: GLT-9695-2022
Inna Plakhtiienko4
https://orcid.org/0000-0002-4200-8997
Web of Science: IAN-7198-2023
Yaroslav Tsekhmister5
https://orcid.org/0000-0002-7959-3691
Web of Science: ABB-9506-2021
https://www.scopus.com/authid/detail.uri?authorId=3574716590
Abstract
The digital hub for the medical university is the
embodiment of a synergetic model of the
educational system. It is an educational and me-
thodical arsenal forms the content of the digital
hubs. It is also an organiza-tional model that
focuses on the use of information and
communication technologies. The purpose of this
scientific research is to examine two fun-
damental elements of the digital hub in medical
education: logistics and teaching. The
methodology of comparative analysis that is used
is closely re-lated to the synergetic principles of
the modern scientific paradigm. This way we can
see different levels of effectiveness of digital
educational hubs in Ukraine and Europe in the
training of future medical professionals. The
reason is significantly higher rates of integrative
1
MD, Ph.D., associate professor Sumy State University, Ac-ademic and Research Medical Institute, Department of Pathology,
Ukraine.
2
BD, Ph.D., associate professor Sumy State University, Academic and Research Medical Institute, Department of Public Health,
Ukraine.
3
MD, Ph.D., associate professor Sumy State University, Academic and Research Medical Institute, Department of Oncology and
Radiology, Ukraine.
4
MD, Ph.D., associate professor Sumy State University, Academic and Research Medical Institute, Department of Public Health,
Ukraine.
5
Doctor of pedagogical sciences Professor, Ed.D, PhD National Academy of Educational Sciences of Ukraine, Kyiv, Ukraine.
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factors in European educational hubs, compared
to Ukrainian counterparts. Thus, filing hubs
make up the in-formation and digital space of
Ukrainian higher medical education. European
counterparts have already integrated the potential
of the digital hub not only in the educational
space but also in the clinical environment.
Keywords: digitalization of education, medical
education, digital education hub, educa-tional
content.
Introduction
Prior to digitization, people were responsible for
accumulation, organization, and integration of
medical knowledge. This personal element has
also allowed people to gain both theoretical
knowledge and practical skills. The globalization
has accelerated digitization and now digital
education hubs accumulate educational content,
organizational structural elements, and elements
of integration of medical education into clinical
work. As a result of the change, radical changes
to education strategies are needed. Rather, it is
about ways to optimize the use of human
intellectual and organizational resources through
digital technologies. Currently, the question
arises about building a conceptual definition of
digital transformation (Vial, 2019). The concept
of the hub has long been effectively implemented
in other areas of social activity. The need for
synergetic coherence is relevant for all clusters of
modern socio-cultural space. In medical
education, the hub is implemented exclusively in
the interaction of educational and clinical
clusters. In addition, digitalization processes
currently permeate virtually all elements of
educational, therapeutic or organizational
elements. As a result, higher medical education
institutions have begun active work on the
creation and filling of digital educational centers.
The effectiveness of integrating digital
educational hubs into the existing higher
education infrastructure and their impact on
educational processes remain pertinent
questions. Establishing a successful
implementation of hub concepts within the
European educational landscape while
addressing the challenges faced in the Ukrainian
context could provide a synergistic approach to
creating a new center of knowledge in the higher
education information network.
The aim of this study is to examine the logistical
and pedagogical aspects of digital educational
hubs in medical higher education while focusing
on their effectiveness in preparing future medical
professionals in Ukraine and Europe. This
investigation is guided by the synergetic
principles of the contemporary scientific
paradigm. In alignment with this objective, the
following research questions have been
formulated:
RQ1: What are the underlying principles for
designing digital hubs as knowledge centers,
based on the concept of educational synergy?
RQ2: Can digital educational hubs provide a
solution for addressing the organizational and
logistical challenges faced in medical higher
education?
RQ3: To what extent are participants in the
educational process prepared and willing to
adopt the technologies associated with digital
educational hubs?
In order to address the research questions, this
study adopts synergetics as its methodological
paradigm, emphasizing the investigation of self-
organization principles within complex systems,
particularly in educational settings. This research
methodology enables an in-depth analysis of
digital educational hubs and their potential
applications in medical education. Considering
the transdisciplinary nature of medicine and the
growing importance of information and
communication technologies, the study
highlights the utilization of digital scientific
methods. These methods have become
increasingly significant within the
methodological framework of the current
scientific and ideological paradigm, ensuring that
the research findings are anchored in the latest
advances in this field. Consequently, this
research methodology facilitates the examination
of how the incorporation of digital scientific
methods can augment the methodological cluster
of the contemporary scientific and ideological
Budko, H., Ivakhniuk, T., Ivakhniuk, Y., Plakhtiienko, I., Tsekhmister, Y. / Volume 12 - Issue 63: 233-242 / March, 2023
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paradigm, ultimately fostering the continued
development of medical education.
Theoretical Framework or Literature Review
The issues arising with the use of digital
educational hubs are covered in the scientific
literature are split into two areas: organizational
& logistical and information & training. The
purpose and strategic aspects of the functioning
of the digital educational hub in higher medical
education institutions are found in the study de
Villiers, et al., (2017). The features of the digital
educational hub in the context of digitalization
are of great historiographical importance
(Brunetti et al., 2020). The practical elements of
the implementation of information and
communication centers were studied by Fritz
(2018) in the online of libraries as bulk science
hubs (Sassanelli et al., 2021). General
characteristics and significance of the process of
digitalization of the higher medical education
system can be found in Tan, et al., (2021);
Rampton, Mittelman & Goldhahn (2020);
Chehade et al., (2020). The European experience
of using the digital hub in the system of higher
medical education is described in the research of
(Kalpaka et al., 2020); Gulson & Sellar (2019).
Korniichuk, et al., (2021) studied the use of
digital hubs in Ukrainian higher education
institutions; Tsekhmister, et al., (2021). Upon
reviewing the literature sources, it becomes
evident that in previous research process was
extensively analyzed various aspects of digital
educational hubs in higher medical education.
These studies have provided valuable insights
into the strategic and practical expediency of
digitalization, and regional experiences in both
Europe and Ukraine. However, there is still room
for further investigation, particularly concerning
the effectiveness of digital educational hubs in
training future medical professionals and the
readiness of participants to adopt the associated
technologies. By addressing these gaps, the
proposed research aims to contribute to a more
comprehensive understanding of digital
educational hubs in medical higher education.
Methodology
Synergetics is the most acceptable
methodological paradigm for the study of digital
space in higher medical education. It has a multi-
vector nature and involves the use of different
types of empirical and rationalist methods. The
principles of self-organization of complex
systems are relevant for the analysis of the digital
educational hub and ways to use it in medical
education. In the modern scientific picture of the
world, medicine is an area in which the ideas of
transdisciplinary are actively implemented.
Given that we consider information and
communication technologies, much attention
should be paid to the so-called digital scientific
methods, which are beginning to occupy an
important niche in the methodological cluster of
the modern scientific and ideological paradigm.
Results and Discussion
RQ1: What are the underlying principles for
designing digital hubs as knowledge centers,
based on the concept of educational synergy?
Digital education hubs decentralize learning. As
a result, the process becomes more dynamic.
Learning modes shift from administrative
management to focusing on the student needs and
experience.
Digital transformation is based on three key
concepts: “culture and skills”; “infrastructure and
technology”; “ecosystems” (Brunetti et al.,
2020). When we talk about the concept of
“culture and skills”, we mean the general
processes of digitalization of the education
sector. Information and communication
technologies, which have flooded our present in
all its manifestations, are becoming part of the
socio-cultural space. For a future medical
professional, the fundamental aspects of
professionalism are the skills acquired during
training. Digitization is becoming an integral and
important part of the process of acquiring these
skills.
Considering the concept of “infrastructure and
technology”, we note the technological aspects
that ensure the functioning of the digital hub.
Software, content access channels, cybersecurity
systems - all these are routine technological
elements that ensure the operation of the digital
hub.
Digital hubs used by medical universities are not
only educational and strategic. With the help of a
digital hub, an educational institution has a good
opportunity to organize educational and
information resources. First of all, it is about the
work of libraries and scientific repositories of
higher education institutions. In particular, for
the successful formation of digital content
centers, academic libraries combine the potential
of their funds and archives (Fritz, 2018). The
synergistic effect is achieved through joint
activity. The academics drop their work into the
repository, where it becomes accessible to other
academics and students. As a result, additional
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interaction is created at the level of: teacher-
teacher, scientist-scientist, teacher-student.
The library system has also undergone
significant changes in recent years and is
gradually moving away from the use of paper
copies of educational and scientific literature and
physical visits to this institution. The
digitalization of the library automatically turns it
into a digital hub, which is relevant and popular
among students. The role of the library remains
as providing access to resources, now the student
can access literature on their electronic device
instantly. The digitation of the library as a hub
ensures that students’ educational needs are met.
In addition to digital hubs being created within
universities, inter-university networks are
becoming more common. In fact, a single
network of digital information resources for
medical universities is being created, which,
accordingly, consists of a large number of
participants. Such level of integration has
previously been impossible before digitization.
The latest technologies of modern times allow us
to use the digital hub not only as an information
source, but also as a clinical space. Carrying out
video support of surgical interventions actually
transports the viewer to the operating room.
Thanks to the digital hub, such content becomes
educational, as it unites interested viewers and
provides appropriate information support for
such sessions.
Of course, personal assistance in a medical
institution is the most effective teaching method.
However, the COVID-19 pandemic has
restricted personal contact. One of the ways to
solve this problem was virtual practice. Under
such conditions, the digital hub has become an
important platform for the implementation of
such educational and methodological
innovations.
Modern production is irrevocably entering the
era of digital technology. Under such conditions,
the training of specialists in any field should be
provided using digital technologies. In today's
dynamic world, it is impossible to allow
situations where a doctor will have less
technological equipment or information and
communication support than an employee in any
other field. Such guidelines pave the way for the
final consolidation, application and adoption of
the future reference model: business ecosystems-
skills-technologies (Sassanelli et al., 2021).
Modern researchers emphasize the need to
harmonize the educational environment with the
process of creation and functioning of
knowledge. A key factor in this alignment is
digitalisation, which is an effective tool in
integrating the concept of knowledge into
educational strategies. The model from the
following key components is offered:
• worldview awareness of knowledge and
highlighting its positive aspects;
• modern educational competencies designed
to provide training for highly qualified
specialists;
• justice, which is manifested in equality and
access to knowledge;
• integration of the latest information and
communication technologies into
educational models;
• cooperation and interaction of all
stakeholders in the education system
(applicants, teachers, educational
institutions, employers, civil society);
• the process of continuous self-improvement
of all subjects of the educational process;
• focusing on strategic and concrete learning
outcomes (Tan et al., 2021).
Guidelines for the harmonization of knowledge
and education are fundamental to the effective
functioning of the digital education hub. If we
compare the classical model of education with
the innovative one, we will get virtually identical
results for the target component. At the same
time, we have significant changes in the clusters
of subjects of the education system and the
educational and methodological arsenal of the
educational process (see Table 1).
Table 1.
Sources of knowledge acquisition in educational strategies
Sources of knowledge
Traditional model
Innovative model
Educational and methodological arsenal
Information and communication technologies
Educator’s pedagogical mastery
Student’s self-organization
Source: authors ‘own development
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RQ2: Can digital educational hubs provide a
solution for addressing the organizational and
logistical challenges faced in medical higher
education?
Analyzing the innovative model of educational
strategy, we can conclude that this format is most
favorable for the use of digital hubs. The classic
educational model, which is based on the
personal skills of the teacher, actually eliminates
the key purpose of the hub. When it comes to an
innovative model based on the principles of self-
organization, the hub is an ideal environment for
learning and acquisition of necessary skills.
Digital educational hub is important for the
formation of so-called soft-skills, which for the
future doctor are the defining qualities for the
level of his professionalism. In particular, along
with analytical and critical thinking,
digitalization promotes the development of
creative thinking, as it often becomes a catalyst
for innovative solutions. Online platforms,
digital hubs, interactive video conferencing,
distance educational and medical sessions,
virtual modeling and technological learning are
potential elements of the development of medical
education (Thakur et al., 2021).
It is important to understand the practical
significance of the functioning of educational
digital hubs for medical universities. Reducing
the gap between the professional opportunities of
medical school graduates and the needs of
patients is a priority of medical education. The
introduction of interactive methods, in particular
the case method, can help solve this problem
(Korniichuk et al., 2021). The use of the case
method is quite effective in the digital
educational space, because the student in such
conditions has not only access to the necessary
information, but also has the opportunity to
choose the most acceptable educational content.
Digital educational hubs for European medical
universities have been operating for a long time.
This allows some analytical research on their
effectiveness in the context of the acquisition of
professional skills by future medical
professionals. Studies focus on the question of
the benefits of the surge of artificial intelligence
technologies for the health care system (Rampton
et al., 2020). It is noted that new approaches in
medical education that improve the digital
literacy of physicians and allow better integration
of patients' views form an effective format of
medical education. Note that the digital hub is a
kind of embodiment of synergistic interaction of
all actors in the health care system. Therefore, the
use of such digital centers in the educational
process for medical universities is relevant and in
demand. In Ukraine, it is still quite difficult to
draw such conclusions, as digital hubs at medical
universities are in their infancy. There is
currently a period of filling these e-learning
centers with the necessary resources. Digital
hubs are popular among students. Particularly in
demand during the COVID-19 pandemic, when
the training format involved the active use of
distance and electronic means.
Ukraine is currently in the process of conducting
research to assess virtual reality technology and
online teaching systems. In particular, similar
scientific investigations were carried out among
medical students of the Bogomolets National
Medical University. The results of the survey
show that most students accepted and agreed to
virtual reality technology and online teaching
and recognized that these technologies are the
best alternative to physical education. However,
it should be noted that the surveys and further
research were conducted solely on the basis of
the basic model of the educational process. That
is, digitalization still serves as an alternative,
rather than an independent full-fledged
educational format. The conclusion of such
studies is that digital learning environments are
extremely effective in terms of satisfaction of
medical students and staff, achievements, and
growth of technical learning skills (Tsekhmister
et al., 2021). But the transition from the
traditional model of educational space to
innovative still has many obstacles at the
moment.
RQ3: To what extent are participants in the
educational process prepared and willing to
adopt the technologies associated with digital
educational hubs?
In order to understand the relevance of the digital
educational hub, we should turn to the opinion of
those for whom it is created and functions. A
survey was conducted among the students of the
Sumy State University, Academic and Research
Medical Institute. 300 respondents from the
Departments of Public Health, Oncology, and
Radiology took part in the study. They were
interviewed on the relevance of using a digital
hub in the institution of higher medical
education. Here is a list of questions that were
offered to respondents (see Table 2).
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Table 2.
The digital learning hub through the eyes of medical students
Has your institution offered you the use of an innovative learning format using a digital hub?
Have you used the resources of the digital hub in the learning process?
Do you consider the innovative resources of the educational digital hub as an alternative to traditional forms of
learning?
What educational digital hubs do you prefer (Ukrainian or foreign)?
Which learning cluster is more relevant for the digital educational hub (theoretical knowledge or practical skills)?
Source: authors ‘own development
1) Among the questions of importance to our
academic exploration are the following:
2) Do you consider the innovative resources of
the educational digital hub as an alternative
to traditional forms of learning? (Fig. 1).
Figure 1. Use of the digital hub in institutions of higher medical education
Source: authors ‘own development
We can state that the vast majority of students
consider the digital hub as a full-fledged resource
for knowledge and skills. Consequently, the
presence of a digital hub is an important factor in
the competitiveness of higher education (Fig. 2.).
1) What educational digital hubs do you prefer
(Ukrainian or foreign)?
Figure 2. Ratio of demand for Ukrainian and foreign digital educational hubs.
Source: authors ‘own development
95%
5%
Using the Digital Hub in Institutions of Higher
Medical Education
Yes, innovative digital hub resources are an alternative to traditional
instruction
No, digital hubs can only be used as an auxiliary resource
78%
22%
The ratio of demand for Ukrainian and foreign
digital educational hubs
Ukrainian hubs Foreign hubs
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The results indicate that Ukrainian medical
students mainly focus on the use of domestic
digital resources. One of the reasons for this ratio
is the lack of proficiency in foreign languages
and the inability to fully receive the information
presented in foreign resources.
Among foreign platforms, the most popular
among Ukrainian medical students were English-
language educational spaces of leading European
and American medical universities.
The use of digital hubs in the educational process
requires a thorough methodological study. In
particular, conceptual resources from the culture
of typology and infrastructure research are used
to provide a basis for analyzing the spatial
relationships between educational data,
discourses, policies and practices in new
governance configurations (Gulson & Sellar,
2019). The importance of digitalization and the
benefits it can bring to the EU's socio-economic
landscape have also been analyzed in detail and
emphasized in the light of the forthcoming
financial period. The rapid transition to digital
alternatives has helped to restore many important
social and economic clusters: distance work,
online education, e-commerce, administrative
processes (Kalpaka et al., 2020). If we analyze
these benefits in detail we see beneficial impacts
of the education space. Moreover, advanced
digital technologies are used for public health. It
is expected that in the future (especially after the
experience of COVID-19) the spread of digital
technologies will expand even more (Housni et
al., 2021). Today's progressive health care
system recognizes the growing importance of
supporting patients in a variety of ways. One
such component, along with the direct treatment
process, is the concept of a web-based digital
health center for integrated patient care (Chehade
et al., 2020). Cooperation between doctors,
patients, medical institutions forms a specific
powerful digital hub, which aims to meet the
needs of all actors. Thus, the idea of a digital hub
is becoming a popular format in all clusters of the
healthcare system. The digital revolution is
opening up opportunities for institutions,
organizations and companies across Europe, but
for many, it is still difficult to get the most out of
it. The countries of the European Union are still
characterized by significant differences between
regions in the use of ICT technologies (Lopes et
al., 2019; Kucirkova & Littleton, 2017). This gap
is even bigger in comparison with Ukrainian
educational centers. The solution to this
imbalance is the need to identify the strengths of
a particular region and use them to create a
network of digital education centers.
Prospects For Further Research
It is worth noting that many studies of the
functioning of digital educational hubs are
reduced to the analysis of three key components
(see Fig. 3).
Figure 3. Clusters of research on the functioning of educational and digital hub
Information-communicative and organizational
clusters deal with the problems of logistical
aspects of filling and using digital content. When
it comes to the educational component, it is worth
updating such research (see Fig. 4).
Figure 4. Educational component using digital content
Source: authors ‘own development
The key problem of the digital hub in the system
of higher medical education is the understanding
of its strategic purpose and practical use. The
European higher education system has already
gone through a transition period of uncertainty
due to conflicts of interest between human
WAYS OF FILLING THE EDUCATION
HUBS DIGITAL CENTER’S
RESOURCES PRACTICAL USE OF
CONTENT
RECOMMENDATIONS REGARDING
THE STRUCTURE OF DIGITAL
MATERIALS
PREPARATION OF
EDUCATORS TO UTILIZE
DIGITAL CONTENT
STUDENTS’
ADAPTATION TOWARDS
THE USE OF EDUCATION
CENTER’S RESOURCES
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intellectual and organizational resources along
with the digitalization processes. Signs of this
transitional period are currently being observed
in Ukrainian higher medical education. Based on
the European experience of implementing the
principles of digitalization in general and the use
of digital educational hubs in particular, we can
identify several suggestions that will serve as
guidelines for Ukrainian institutions of higher
medical education in the development of
innovative strategies.
First of all, we note the synergetic principles that
are relevant for the organization of digital
educational hubs and their further operation in
the field of medical education. With the
theoretical component of medical education,
everything is more or less clear and organized.
Educational digital environments created at
universities allow to fully provide informational
content for the training of future physicians.
Several clusters of digital hubs of theoretical
nature have proven to be effective (see Fig. 5).
Figure 5. Digital hubs for acquiring theoretical knowledge in medical university
Source: authors ‘own development
The importance of synergetic is that the future
medical professional is not limited to theoretical
knowledge and requires the acquisition of
practical skills directly during training. In
medical universities, the practice involves
primarily gaining experience through direct
learning in the clinical space. That is, the student,
along with the mentor has the opportunity to
analyze all stages of the process of diagnosis,
treatment and rehabilitation. Therefore, the
medical institution itself, where such an
educational process is conducted, becomes a kind
of organizational hub. However, here we see the
difference between European and Ukrainian
realities. If in Europe such concepts as university
clinics are widely developed, in Ukraine they
only exist in medical institutions. Hence the
contradiction in the efficiency of the digital hub.
In the university clinic, the digital educational
hub covers both the educational and theoretical
cluster of the educational institution and the
medical element. When practical training takes
place in medical institutions, the effectiveness of
the digital educational hub is significantly
reduced.
As an alternative, the possibilities of the
simulation center are actively used in Ukrainian
medical universities. The simulation center
operates in the format of a kind of hub where
models for providing medical services of various
types are collected. The applicant has the
opportunity to use the potential of the center to
develop their own practical skills. This type of
organization of practical training eliminates the
contradictions associated with the conflict of
pedagogical and artificial intelligence, as the
mentor acts as a consultant, which organically
fits into the format of the digital practice-oriented
hub of medical education.
Secondly, it is important to clearly distinguish
between organizational and logistical and
educational and methodological functions of the
digital educational hub. Quite often, digital
educational hubs are organized by analogy with
economic and business models. This approach is
unjustified and is no longer used in Europe's
leading medical institutions. The point is that a
digital education hub could potentially cover
several fundamental clusters of social activity
specific to the medical education space.
Educational and learning strategies accumulate
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in the digital educational hub. Educational
strategies provide the medical professional with
organizational information. Learning strategies
accumulate educational and methodological and
practical tools for acquiring the necessary hard-
skills, soft-skills and digital-skills. The
combination of practical and theoretical
components is especially relevant for digital hubs
in medical education (Wu & Plakhtii, 2021).
Conclusion
The digital educational hub for higher medical
education is currently not an ancillary or related
element, but a basic center in which the necessary
training and logistics potential is accumulated. In
the European Union, there are currently
processes of creating unified digital educational
hubs that will be relevant for use by various
educational institutions. In addition, European
institutions of higher medical education have
self-sufficient and powerful educational and
digital hubs. In Ukraine, the stage of formation of
digital educational hubs at medical universities is
currently underway. At the same time, Ukrainian
educational realities do not yet allow us to talk
about a holistic digital hub, as there is a certain
diversity of educational and methodological,
scientific and organizational information centers.
The digital educational hub has two purposes for
higher medical education institutions:
educational and strategic, which is the need to
organize and effectively operate the digital space
in the education system;
educational and practical, which is reduced to the
use of the hub as a source of knowledge to
develop student’s medical skills and abilities.
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