Evolution of medical pedagogy in Ukrainian lands

Abstract

Background. The relevance of this study lies in the need for a comprehensive analysis of the historical stages of the formation and development of medical pedagogy in Ukrainian lands, reflecting the continuity of the educational tradition in 10th–20th century. It allows comprehension of contemporary educational paradigms and the determination of their historical conditioning. Aim. The retrospective analysis of the evolution of medical pedagogy in the territory of Ukraine from 10th to the early 20th century. Materials and Methods. The authors used a complex of general scientific and special methods: historical method, which provided a chronological analysis of events and stages; the systemic method for considering medical pedagogy as a holistic, dynamic system; and the comparative-historical method for juxtaposing educational approaches from different periods. The study was carried out as a private initiative of the authors, did not receive funding from grant programmes, and the research topic has not been formally registered with a state body. Research Ethics. The research was conducted in compliance with the ethical norms of academic integrity: mandatory citation of information sources, ensuring the objectivity of the presentation of historical facts, and proper referencing of the works of predecessors. Results. It is established that approaches to treatment and teaching, linked to monastic and folk medicine, were laid down as early as the Kyivan period. It is proven that the KMA first institutionalized the teaching of medical disciplines, elevating it to a qualitatively new level of the European university tradition. It is emphasized that the second half of the 19th and the early 20th century saw the modernization of medical education. The founding of the KhWMI (1910) is highlighted as a key result of this modernization establishing new pedagogical standards oriented towards clinical practice and scientific activity. Conclusions. The evolution of medical pedagogy in Ukrainian lands in the researched period is a complex but continuous process, characterized by the transition from empirical knowledge to institutionalized university education. The authors investigated markers of this evolution for the further development of national medical science and pedagogy.