DIGITAL TUTORING AS A COMPONENT OF THE SYSTEM FOR PREPARING STUDENTS WITH DISABILITIES FOR PROFESSIONAL ACTIVITY IN THE ENVIRONMENT OF MEDICAL EDUCATION INSTITUTIONS UNDER CONDITIONS OF EDUCATIONAL DIGITALIZATION

Abstract

The aim of professional training for medical education students is to develop competent specialists capable of maximizing their potential in professional activities, taking into account the individual characteristics and abilities of students with disabilities. At the current stage of inclusive education development and the digitalization of learning, the organization of digital tutoring becomes particularly important as a comprehensive mechanism for supporting students with limited health capacities. Digital tutoring provides psycho-pedagogical support, facilitates students’ adaptation to the educational environment, promotes social integration, and fosters the development of professional competencies. The article examines the key areas of digital tutoring, including: diagnosing the need for spatial adaptation, adaptation to campus logistics and movement routes, evaluating the effectiveness of students’ interaction with the spatial environment, providing informational and consultative support regarding architectural accessibility, developing skills for independent orientation in the learning environment, and monitoring spatial integration. The role of digital technologies in creating multimedia online campuses, VR/AR simulations, distance learning platforms, and online communities is also highlighted, enabling students with disabilities to adapt effectively and acquire professional competencies. Mechanisms for implementing digital tutoring to support students with disabilities and special educational needs in medical education institutions include: standardization of learning tools by all faculty; minimizing the variety of learning tools – using a single platform for both learning management systems (LMS) and tutoring, as well as a single application for video conferencing; developing a separate version of the electronic learning system for mobile devices; providing separate mobile applications for video conferencing systems (Android, iOS); and ensuring access for students with disabilities to online class recordings. The implementation of digital tutoring in medical education institutions contributes to the individualization of educational trajectories, improves the quality of training for future specialists, and supports the state policy of inclusivity, allowing students with disabilities to receive medical education on equal terms with other students and to prepare for professional activities according to modern requirements.