APPLICATION OF INTERACTIVE PLATFORMS IN TEACHING MEDICAL CHEMISTRY UNDER DISTANCE LEARNING CONDITIONS

Abstract

The modern system of higher medical education is undergoing an active digital transformation. The COVID-19 pandemic and wartime conditions have accelerated the transition to distance learning, which has stimulated the widespread integration of innovative information technologies into the educational process. This article examines the experience of the Department of General Chemistry at I. Ya. Horbachevsky Ternopil National Medical University regarding the use of interactive platforms in the educational process. The organization of distance classes has been analyzed. Additionally, it should be noted that the Moodle platform was actively used in the learning process, which made it possible to structure educational materials, create thematic modules, and ensure their consistent assimilation. Due to the built-in tools for testing and feedback, instructors were able to promptly assess students’ progress and adjust learning tasks. Moreover, Moodle provided opportunities for asynchronous interaction, which is particularly important under flexible schedules and different paces of mastering the material. Special attention is given to the methods of enhancing students’ cognitive activity through interactive platforms and the use of gamification elements. It is emphasized that such an approach contributes to increasing student engagement, developing self-directed learning skills, and effectively mastering theoretical material. Particular attention is also paid to the use of interactive laboratories, which allow students to simulate chemical processes in a virtual environment, analyze experimental results, and develop practical and analytical skills. The use of such resources ensures safe and visual reproduction of complex chemical reactions that cannot be conducted in classroom conditions. In addition, interactive laboratories promote the development of research skills, critical thinking, and the ability to interpret obtained results from a scientific standpoint. It is concluded that the combination of traditional and modern teaching methods forms an effective model for training future medical professionals, oriented toward the needs of contemporary medicine.