THE USE OF INFORMATION AND COMMUNICATION TECHNOLOGIES FOR DEVELOPING PROFESSIONAL COMPETENCIES OF FUTURE PHYSICAL THERAPISTS DURING THE STUDY OF NORMAL AND FUNCTIONAL HUMAN ANATOMY

Abstract

The article is devoted to a comprehensive study of the relevance and impact of using information and communication technologies in the training process of future physical therapists during the study of the discipline “Normal and Functional Human Anatomy”. The relevance of the research is determined by the need to transform the medical education system in accordance with evidence-based medicine requirements, healthcare digitalization, and specific training needs for specialists under martial law conditions in Ukraine. The role of using the Briolight anatomical table (“Briolight- Ukraine”LLC) in forming key professional competencies of physical therapy specialists is analyzed, particularly in developing spatial, clinical, and biomechanical thinking, practical diagnostic skills, and the ability to integrate theoretical knowledge with practical skills necessary for effective rehabilitation practice. Methodologically, the study was based on a mixed design using quantitative and qualitative data collection methods, including comparative analysis of learning outcomes between experimental (39 students using anatomical table and 3D models) and control (39 students studying using traditional methods with conventional visual aids) groups among 78 first and second-year students of the “Physical Therapy, Occupational Therapy” educational program at Vasyl Stefanyk Precarpathian National University from September 2023 to March 2025. The research instruments included an author-developed questionnaire with 25 questions, a standardized test with 50 tasks of different types, a learning activity observation protocol, and statistical processing methods using Shapiro – Wilk tests, t-tests, and Pearson correlation analysis. Statistically significant advantages of the experimental group were established across all studied parameters (p < 0,001): motivation increase by 30%, improvement in understanding functional relationships by 43,5%, clinical thinking development by 32,2%, spatial thinking by 26,5%, ability to integrate knowledge by 33,3%, and practical diagnostic skills by 32,8%. A strong positive correlation (r = 0,847, p < 0,001) was found between the duration of technology use and the level of formed competencies, with the coefficient of determination r² = 0,717 indicating that 71,7% of competency level variation is explained by the duration of working with the technology. Each additional hour of working with the anatomical table increases competency levels by 0,285 points on a 10-point scale. The advantages and challenges of implementing ICT in the educational process under martial law conditions are thoroughly examined, including economic constraints, technical problems, the need for faculty adaptation, risks of forming dependence on digital technologies, and potential reduction in tactile palpation skills. An optimal distribution of teaching methods was established: 40% – traditional methods, 35% – anatomical table, 25% – other digital technologies. Scientifically substantiated recommendations for a four-stage phased implementation of modern technologies (preparatory, pilot, expansion, integration) over 9–12 months are proposed to optimize the development of competencies of future physical therapists, which meet the requirements of modern evidence-based medicine, patientcentered approach, and healthcare sector digitalization. The research demonstrates that systematic use of interactive technologies significantly enhances professional training quality, prepares competitive specialists capable of effective work in modern healthcare systems, and enables adaptation to future industry challenges while maintaining the balance between technological innovation and traditional educational approaches.