IMPLEMENTATION OF THE INNOVATIVE EDUCATIONAL DISCIPLINE «EARLY INTERVENTION IN SOCIAL PEDIATRICS» AT THE UNDERGRADUATE LEVEL

Abstract

The article is devoted to the topical issue of modernizing higher medical education in Ukraine through the implementation of social pediatrics principles and the early intervention (EI) system. Social pediatrics is considered a multidisciplinary field focusing on the biopsychosocial model of child care. Given the high neuroplasticity of the brain during the first three years of life, training pediatricians capable of early identification of developmental disorders is a strategic task for preventing disability and the institutionalization of children. The aim of the study is to conduct a comprehensive analysis of the effectiveness of introducing a new elective discipline «Early Intervention in Social Pediatrics (Support for Children with Special Needs)» and to evaluate its perception by medical students as a tool for forming professional competencies. Materials and Methods. A curriculum (3 ECTS credits, 90 hours) was developed at the Department of Pediatrics No. 4 of the Bogomolets National Medical University. Following the completion of the second training cycle (February– June 2025), an anonymous survey of 51 second-year students was conducted. The study was based on the analysis of quantitative and qualitative indicators of educational satisfaction. Results. It was found that 100% of respondents rated the course as useful for their future professional activities. Despite the interdisciplinary complexity of the material, 98% of students mastered it without significant difficulties, indicating the adequacy of teaching methods for the second-year level. A qualitative analysis of feedback revealed the high value of a practice-oriented approach: training at clinical bases (sensory rooms, rehabilitation halls) and the analysis of real clinical cases ensured the visualization of theoretical concepts. Students mastered skills in identifying developmental «red flags,» principles of family-centered counseling, and interaction within a multidisciplinary team. A request for deeper knowledge regarding the rehabilitation of children with PTSD and psychological support for families was identified, reflecting current challenges. Conclusions. The introduction of the discipline proves its effectiveness in forming a new generation of doctors focused on the child’s quality of life and a humanistic approach. The interdisciplinary nature of the course allows for overcoming the narrow medical model of care by integrating knowledge from psychology, rehabilitation, and law.