from 01.01.2013 to 01.01.2026
The relevance of the study is transforming pedagogical approaches and methods in higher medical education in the context of healthcare digitalization and the influx of applicants from Generation Z. In preparing future physicians to use artificial intelligence (AI) in their professional practice, their specific psychological and pedagogical characteristics are taken into account, which often conflict with the traditional model of education. The purpose of the study is to analyze the key characteristics of Generation Z medical students in order to further design the framework of a pedagogical model aimed at developing their readiness to work with AI technologies. Research methods. The study employs a set of methods including contextual analysis of domestic and international scientific publications examining the characteristics of Generation Z, comparative analysis, theoretical generalization, and modeling. Research results and conclusions. Key characteristics of Generation Z, fundamental to medical education, have been identified and structured. Due to the discrepancy between the identified features and the traditional pedagogical model, concepts for designing a new pedagogical model have been outlined. The results obtained demonstrate the need to shift from the role of the instructor as a transmitter of knowledge to the role of an architect of the educational environment, who creates new hybrid, interactive, and clinically-oriented learning formats incorporating artificial intelligence. The developed model provides a conceptual foundation for improving medical university curricula and requires further empirical validation. Its integration will contribute to the development of digital competencies in future physicians, aligned with the challenges of modern healthcare.
higher medical education, Generation Z, pedagogical readiness, artificial intelligence, digital pedagogy, digital competencies
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