TEACHING THE DISCIPLINE «OCCUPATIONAL SAFETY IN THE INDUSTRY» FOR MEDICAL AND PHARMACEUTICAL STUDENTS OF ZSMPHU: EXPERIENCE OF ADAPTATION TO WARTIME CONDITIONS

Abstract

The discipline "Occupational Safety in the Industry" at Zaporizhzhia State Medical and Pharmaceutical University (ZSMPhU) plays a crucial role in the professional training of future healthcare specialists, including laboratory assistants, medical laboratory scientists, pharmacists, and cosmetologist-pharmacists. In peaceful conditions, the course traditionally focuses on identifying occupational hazards, organizing safe workplaces, preventing accidents, and complying with national labor protection standards. However, the full-scale Russian invasion of Ukraine in 2022 radically transformed the educational environment. The introduction of martial law imposed new requirements not only on the content of the discipline but also on the methodology of its delivery. Teachers were forced to rapidly adapt the curriculum to wartime realities, integrating topics such as behavior during shelling, civil defense procedures, response to radiation and chemical threats, evacuation protocols, and first aid in conditions of limited resources. The aim of this study was to analyze the pedagogical experience of teaching occupational safety under martial law, outlining both the applied approaches and the key challenges encountered in the process. Materials and methods. A combination of distance and blended learning formats was applied. MS Teams was used for synchronous online classes, while face-to-face sessions were conducted strictly in compliance with safety regulations and only in locations equipped with shelters. Educational content was supplemented with case studies based on real wartime events, video demonstrations of self-rescue techniques, and psychological resilience training elements. Data for analysis were collected through pedagogical observation, student feedback surveys, and assessment of learning outcomes. Results showed that the adaptation of the content significantly increased the discipline’s practical value. Students demonstrated higher motivation, recognizing the direct relevance of safety knowledge to their personal and professional lives. At the same time, digital platforms ensured the continuity of education despite air raid alerts and electricity shortages. Major achievements included maintaining educational quality, developing rapid response competencies, and improving emotional stability. Conclusions. The experience gained confirms the high adaptability of medical education in crisis conditions. However, further improvements are needed, particularly in expanding mixed-format simulations and strengthening psychological support for both students and academic staff