STRUCTURALMODULAR PEDAGOGICAL MODEL OF EDUCATIONAL AND METHODOLOGICAL SUPPORT OF PATHOPHYSIOLOGY TEACHING FOR THE PREPARATION OF HIGHER EDUCATION STUDENTS IN THE SPECIALTY OF “DENTISTRY” FOR THE STATE QUALIFICATION EXAM STEP-1
DOI:
https://doi.org/10.32782/eddiscourses/2026-3-10Keywords:
pathophysiology, medical education, dental education, competency-based approach, structural-modular model, pedagogical design, clinical thinking, State Exam STEP-1Abstract
An important pedagogical problem is the creation of educational and methodological support that corresponds to the program of the fundamental discipline, is oriented towards competencies and program learning outcomes, forms causal pathophysiological thinking; provides dental profiling; integrates with the content of “STEP-1” and promotes independent learning. Aim – is to theoretically substantiate, develop and evaluate the results of implementing a standardized structuralmodular pedagogical model of educational and methodological support for teaching pathophysiology to higher education applicants in the specialty I1 (221) “Dentistry”. Materials and methods. The study was conducted at the Department of Pathophysiology of the Bogomolets National Medical University. The regulatory documents, educational program, work program of the discipline, specification of the State Exam STEP-1 and traditional methodological recommendations were analyzed. Based on the competency, systemic, structural-functional, activity-based and professionally oriented approaches, a unified model was developed, which included the relevance of the topic, educational objectives, logical structure graphs, cause-and-effect chains, dental context, differential tables, integration with the STEP-1 specification, typical errors, self-control questions and short answers. The results of the implementation were evaluated according to the official indicators of the preparation of the State Exam STEP-1 in 2022–2026. The Pearson χ² criterion and binary logistic regression were used. Results. An analysis of traditional educational and methodological support revealed the heterogeneity of the structure, the predominance of descriptive presentation of the material, insufficient dental profiling and uneven integration with the requirements of the State Exam STEP-1. The proposed model provided a functional combination of didactic components and was used as a universal template for all topics of the discipline. The share of applicants who successfully passed the State Exam STEP-1 increased from 67.9% in 2022 to 90.1% in 2026. The differences between years were statistically significant (χ²=51.15; df=4; p<0.001). With each subsequent year, the chances of successful completion increased by 1.42 times (OR=1.42; 95% CI 1.29–1.57; p<0.001). Conclusions. The structural-modular model is a reproducible pedagogical design technology that combines standardization, causal organization of content, professional profiling, and preparation for the State Exam STEP-1. The positive dynamics of the results were chronologically consistent with the stages of its implementation, however, the independent effect of the model needs to be confirmed in prospective controlled studies
References
Міністерство освіти і науки України. Стандарт вищої освіти України: другий (магістерський) рівень, галузь знань 22 «Охорона здоров’я», спеціальність 221 «Стоматологія» [Internet]. Київ: Міністерство освіти і науки України; 2019 [cited 2026 Jul 22]. Затверджено наказом МОН України від 24.06.2019 № 879. URL: https://mon.gov.ua/storage/app/media/vyshcha/standarty/2019/06/25/221-stomatologiya-magistr.pdf
Кабінет Міністрів України. Про затвердження Порядку здійснення єдиного державного кваліфікаційного іспиту для здобувачів ступенів фахової передвищої освіти та вищої освіти першого та другого рівнів за спеціальностями галузі знань «Охорона здоров’я»: постанова від 28.03.2018 №334 [Internet]. Київ: Кабінет Міністрів України; 2018 [cited 2026 Jul 22]. URL: https://zakon.rada.gov.ua/laws/show/334-2018-%D0%BF
Міністерство охорони здоров’я України. Про затвердження Порядку, умов та строків розроблення і проведення єдиного державного кваліфікаційного іспиту та критеріїв оцінювання результатів: наказ від 19.02.2019 № 419 [Internet]. Київ: Міністерство охорони здоров’я України; 2019 [cited 2026 Jul 22]. URL: https://zakon.rada.gov.ua/laws/show/z0279-19
Frank J.R., Mungroo R., Ahmad Y., Wang M., De Rossi S., Horsley T. Toward a definition of competency-based education in medicine: a systematic review of published definitions. Med Teach. 2010. 32(8), 631-7. doi:10.3109/0142159X.2010.500898.
Frank J.R., Snell L.S., ten Cate O., Holmboe E.S., Carraccio C., Swing S.R., et al. Competency-based medical education: theory to practice. Med Teach. 2010. 32(8), 638-45. doi:10.3109/0142159X.2010.501190.
Morcke A.M., Dornan T., Eika B. Outcome (competency) based education: an exploration of its origins, theoretical basis, and empirical evidence. Adv Health Sci Educ Theory Pract. 2013. 18(4), 851-63. doi:10.1007/s10459-012-9405-9.
Hall A.K., Schumacher D.J., Thoma B., Caretta-Weyer H., Kinnear B., Gruppen L.D., et al. Outcomes of competency-based medical education: a taxonomy for shared language. Med Teach. 2021. 43(7), 788-93. doi: 10.1080/0142159X.2021.1925643.
van Merriënboer JJG, Sweller J. Cognitive load theory in health professional education: design principles and strategies. Med Educ. 2010. 44(1), 85-93. doi:10.1111/j.1365-2923.2009.03498.x.
Young J.Q., Van Merrienboer J., Durning S., ten Cate O. Cognitive load theory: implications for medical education. AMEE Guide No. 86. Med Teach. 2014. 36(5), 371-84. doi:10.3109/0142159X.2014.889290.
Dunlosky J., Rawson K.A., Marsh E.J., Nathan M.J., Willingham D.T. Improving students’ learning with effective learning techniques: promising directions from cognitive and educational psychology. Psychol Sci Public Interest. 2013. 14(1), 4-58. doi:10.1177/1529100612453266
Cooper N., Bartlett M., Gay S., Hammond A., Lillicrap M., Matthan J., et al. Consensus statement on the content of clinical reasoning curricula in undergraduate medical education. Med Teach. 2021. 43(2), 152-9. doi: 10.1080/0142159X.2020.1842343.
Kononowicz A.A., Hege I., Edelbring S., Sobocan M., Huwendiek S., Durning S.J. The need for longitudinal clinical reasoning teaching and assessment: results of an international survey. Med Teach. 2020. 42(4), 457-62. doi:10.1080/0142159X.2019.1708293.
Daniel M., Rencic J., Durning S.J., Holmboe E., Santen S.A., Lang V., et al. Clinical reasoning assessment methods: a scoping review and practical guidance. Acad Med. 2019. 94(6), 902-12. doi:10.1097/ACM.0000000000002618.
McLean S.F. Case-based learning and its application in medical and health-care fields: a review of worldwide literature. J Med Educ Curric Dev. 2016. 3, JMECD.S20377. doi:10.4137/JMECD.S20377.
Dolmans DHJM, De Grave W, Wolfhagen IHAP, van der Vleuten CPM. Problem-based learning: future challenges for educational practice and research. Med Educ. 2005. 39(7), 732-41. doi:10.1111/j.1365-2929.2005.02205.x.
Roediger H.L. 3rd, Karpicke J.D. Test-enhanced learning: taking memory tests improves long-term retention. Psychol Sci. 2006. 17(3), 249-55. doi:10.1111/j.1467-9280.2006.01693.x.
Larsen D.P., Butler A.C., Roediger H.L. 3rd. Test-enhanced learning in medical education. Med Educ. 2008. 42(10), 959-66. doi:10.1111/j.1365-2923.2008.03124.x.
Karpicke, J.D., Blunt, J.R. Retrieval practice produces more learning than elaborative studying with concept mapping. Science. 2011;331(6018):772-5. doi:10.1126/science.1199327.
Hamza D.M., Hauer K.E., Oswald A., van Melle E., Ladak Z., Zuna I., et al. Making sense of competency-based medical education literary conversations: a BEME scoping review. BEME Guide No. 78. Med Teach. 2023. 45(8), 802-15. doi: 10.1080/0142159X.2023.2168525.
Alharbi N.S. Evaluating competency-based medical education: a systematized review of current practices. BMC Med Educ. 2024. 24(1), 612. doi:10.1186/s12909-024-05609-6.
Mayer R.E. Applying the science of learning to medical education. Med Educ. 2010. 44(6), 543-9. doi: 10.1111/j.1365-2923.2010.03624.x.
Aljamal H., Alawneh R., Derbas A., Edaibes M., Ahmed A., Amer L., et al. Efficacy of mind maps and concept maps in enhancing academic performance among undergraduate medical students in the preclinical stage: a systematic review. Adv Health Sci Educ Theory Pract. 2025. 31(2), 705-25. doi:10.1007/s10459-025-10437-4.
Salari B., Amini M. The impact of different teaching methods on clinical reasoning and clinical decision-making of dentistry students: a systematic review. J Dent Educ. 2026. 90(1), e13930. doi:10.1002/jdd.13930.
Rung A., George R. A systematic literature review of assessment feedback in preclinical dental education. Eur J Dent Educ. 2021. 25(1), 135-50. doi: 10.1111/eje.12584
Xu J., Wu A., Filip C., Patel Z., Bernstein S.R., Tanveer R., et al. Active recall strategies associated with academic achievement in young adults: a systematic review. J Affect Disord. 2024. 354, 191-8. doi: 10.1016/j.jad.2024.03.010.
Price D.W., Wang T., O’Neill T.R., Morgan Z., Chodavarapu P., Bazemore A., et al. The effect of spaced repetition on learning and knowledge transfer in a large cohort of practicing physicians. Acad Med. 2025. 100(1), 94-102. doi: 10.1097/ACM.0000000000005856.
Lomis K.D., Mejicano G.C., Caverzagie K.J., Monrad S.U., Pusic M., Hauer K.E. The critical role of infrastructure and organizational culture in implementing competency-based education and individualized pathways in undergraduate medical education. Med Teach. 2021. 43 Suppl 2, S7-S16. doi: 10.1080/0142159X.2021.1924364
