Revista

de la

Universidad

del Zulia

Fundada en 1947

por el Dr. Jesús Enrique Lossada

ANIVERSARIO

DEPÓSITO LEGAL ZU2020000153

ISSN 0041-8811

E-ISSN 2665-0428

Ciencias

Exactas,

Naturales

y de la Salud

Año 15 N° 43

Mayo - Agosto 2024

Tercera Época

Maracaibo-Venezuela

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The Use of Cloud Technologies in the Professional Training of Future

Doctors

Oksana Yefremova*

Mariia Humeniuk**

Tetiana Salyzhyn***

Vasyl Humeniuk****

Oleksandr Korniichuk*****

ABSTRACT

The aim of the research was to determine the effectiveness of the use of cloud technologies during

the professional training of medical students. Methods. The research employed the methods of

comparative analysis, survey, expert evaluation, observation, and statistical analysis. Results. The

conducted research determined that the students of the experimental group had a higher level of

cognitive, motivational and volitional, organizational and activity components of professional

competence. It can be stated that the ability to use digital technologies for professional and

personal needs is important in the era of digitalization. Students of the experimental group showed

significant results after using cloud technologies such as: Pbwiki, Google Docs, Sway, Microsoft

Planner, Microsoft Azure. The teachers changed their attitude towards the use of cloud

technologies during classes, although most of the teachers had doubts about the proposed tools at

the beginning of the study. The novelty and implementation. The academic novelty of the study

was the fact that few studies have been conducted on the use of cloud technologies during the

educational training of future doctors. The implementation of virtual reality in the practical classes

of future doctors can be a promising direction of research.

KEYWORDS: Technologies, future doctors, professional competence, digital competence,

professional training.

*Associate Professor of the Department of Pediatric Dentistry, Faculty of Dentistry, Danylo Halytsky Lviv

National Medical University, Lviv, Ukraine. ORCID: https://orcid.org/0000-0002-5149-2151. Email:

ox1975ye@gmail.com

** Assistant at the Department of Internal Medicine #1, Clinical Immunology and Allergology, Ivano-Frankivsk

National Medical University, Ivano-Frankivsk, Ukraine. ORCID: https://orcid.org/0000-0001-9545-3181. E-mail:

mmarih@gmail.com

*** Assistant of the Department of Internal Medicine #1, Clinical Immunology and Allergology, Ivano-Frankivsk

National Medical University, Ivano-Frankivsk, Ukraine. ORCID: https://orcid.org/0000-0003-4206-622X. E-mail:

taniia23.saliizh@gmail.com

****Associate Professor of the Department of Disaster Medicine and Military Medicine, Medical Faculty No. 2,

Danylo Halytsky Lviv National Medical University, Lviv, Ukraine. ORCID: https://orcid.org/0000-0003-2736-

3875. E-mail: bassvv.humeniuk@gmail.com

*****Assistant of the Department of Dentistry, Faculty of Postgraduate Education, State Institution

“Dnipropetrovsk Medical Academy of the Ministry of Health of Ukraine”, Dnipro, Ukraine. ORCID:

https://orcid.org/0000-0002-9020-8109. E-mail: med.23dent@gmail.com

Recibido: 05/02/2024 Aceptado: 03/04/2024

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El uso de tecnologías en la nube en la formación profesional de los futuros

médicos

RESUMEN

El objetivo de la investigación fue la introducción de tecnologías en la nube en el proceso

educativo, para determinar el impacto en los componentes individuales de la competencia

profesional de los futuros médicos. Métodos. La investigación empleó los métodos de

análisis comparativo, encuesta, evaluación de expertos, observación y análisis estadístico.

Resultados. La investigación realizada determinó que los estudiantes del grupo

experimental tenían un mayor nivel de componentes cognitivos, motivacionales y volitivos,

organizativos y de actividad de la competencia profesional. Se puede afirmar que la

capacidad de utilizar tecnologías digitales para necesidades profesionales y personales es

importante en la era de la digitalización. Los estudiantes del grupo experimental mostraron

resultados significativos después de utilizar tecnologías en la nube como: Pbwiki, Google

Docs, Sway, Microsoft Planner, Microsoft Azure. Los docentes cambiaron su actitud hacia

el uso de tecnologías en la nube durante las clases, aunque la mayoría de los docentes tenían

dudas sobre las herramientas propuestas al inicio del estudio. La novedad y la

implementación. La novedad académica del estudio fue el hecho de que se han realizado

pocos estudios sobre el uso de tecnologías en la nube durante la formación educativa de los

futuros médicos. La implementación de la realidad virtual en las clases prácticas de los

futuros médicos puede ser una dirección de investigación prometedora.

PALABRAS CLAVE: Tecnologías, futuros medicos, competencia professional, competencia

digital, entrenamiento profesional.

Introduction

Long-term medical education requires constant improvement and updating of the

content of the curriculum, the use of digital technologies and methods, taking into account

the personal and professional needs of future doctors. The modern world dictates new

requirements for a new type of specialist. This is why professional competence is an

important component of the quality training of future doctors for the ability to correctly

use the acquired knowledge in any unforeseen situations and to develop professionally

throughout life to achieve high results in the medical field. However, the practical activity

of a doctor involves not only the application of the necessary theoretical knowledge and

practical skills, but also the establishment of professional relations between colleagues,

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communication with patients and their relatives. All these professional and personal traits

determine the professional competence of a specialist.

The future doctor must have not only the usual knowledge and skills in the medical

field, but also have a professional mindset and the ability to work in difficult conditions

(Zhao et al., 2023; McGushin et al., 2023). The development of personal qualities of the

future doctor begins even before entering the higher education institution (HEI) and

continues throughout life. Therefore, this process is quite complex and requires strong

motivation on the student’s part (Li et al., 2021; Jones et al., 2023). During training, these

qualities are transformed and encourage the development of a subjective vision of

opportunities for success in the future profession. So, changes in the educational

programme are intended for preparing a specialist who is able to solve professional

problems under any circumstances, is motivated and has special professional competencies

(Reifferscheid et al., 2021; Foster-Collins et al., 2023). However, the modern traditional

educational system does not meet the current requirements. More modern, digital

technologies shall be implemented into the study of special subjects to increase the level of

future doctors’ professional competence. Digital and interactive technologies improve the

learning process by changing the information transfer system. Therefore, the aim of this

study was to determine the effectiveness of using cloud technologies during the

professional training of medical students.

The aim involved the fulfilment of the following research objectives:

1. Carrying out a comparative analysis of available cloud technologies;

2. Conducting a survey of teachers regarding the use of cloud technologies during

traditional education;

3. Determining the initial level of the components of the medical students’ professional

competence;

4. Implementation of an experimental programme using cloud technologies;

5. Determining the level of medical students’ professional competence after the

experiment;

6. Determination of the personal attitude of teachers and students to the proposed

cloud technologies.

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The hypothesis of our research is based on the assumption that the use of cloud

technologies in the professional training will contribute to the building future doctors’

professional competencies.

1. Literature review

Information processing technologies have undergone significant changes in the era of

globalization. The use of cloud technologies in education is one of the factors in the

development of students’ digital competence. Cloud services are one of the modern and

effective tools for solving the problems of digitalization of the educational process. Their

main advantage is the lack of costs for the appropriate software. The number of studies on

the introduction of cloud technologies into the educational process of HEIs is growing

rapidly (Konotop et al., 2023).

In her work, Tayirova (2023) states that cloud technologies are an important tool for

improving the educational process. They make it possible to increase the level of students’

knowledge, create an interactive environment, choose learning methods, and also

contribute to the development of students’ important competencies.

The educational model which involves cloud technologies is an effective tool in

improving the students’ ability of critical thinking and information literacy (Hongphanut,

2023). The use of cloud technologies provides users with access to the necessary

information from any device with Internet access, which enables educators to freely view

educational materials, build teamwork skills during joint work on projects and tasks online

(Dobrovitska & Luchko, 2023). Fernanda et al. (2023) believe that the use of cloud

technologies attracts their users, as they are convenient for students to receive lecture

materials anywhere if they are connected to the Internet.

Modern researchers pay a lot of attention to the modernization of medical education:

conducting trainings (Thommes et al., 2023), using network technologies (Halkina, 2022),

3D holography (Haleem et al., 2022). Therefore, quality training for professional activities

of future doctors is always relevant in scientific communities.

The academic literature emphasizes the importance of clinical confidence during

medical practice (Puhalenthi et al., 2023; Sakamoto et al., 2023). It is noted that specialists

who are confident in their actions are more competent and perform their duties better

(Lakhlifi et al., 2023; Dave et al., 2023).

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The researchers determined that technological learning paradigms give educators the

opportunity to support the development of highly professional human resources. Therefore,

advanced technologies are becoming increasingly useful for future doctors (Banerjee et al.,

2021). Hack-Polay et al. (2023) analyse the effect of technologies such as artificial

intelligence, digital technologies and health-related engineering equipment for the abilities

and professional development of future nurses. Krielen et al. (2023) determined that the use

of simulation during the training of doctors can improve communication between members

of related professions and teamwork in general, which has a positive effect on professional

development throughout life.

It was decided to analyse the effectiveness of the implementation of cloud

technologies to improve the methodology of training future doctors considering that

modern medical education should prepare future doctors both theoretically and practically

(Hemmati & Harris, 2023), teach new preventive methods for disease prevention as well as

early diagnosis of diseases. Therefore, the introduction of cloud computing into pedagogical

practice creates a professional need to study the technological capabilities of cloud

educational services to choose the best educational solutions among the available options.

2. Methodology

2.1. Research design

The research continued throughout 2022/2023 and consisted of organizational,

formative and final stages (Figure 1).

The organizational stage provided for a comparison of well-known cloud technologies.

The criterion for inclusion in the study was: free of charge and the possibility of

introduction into the educational environment. The inclusion criterion was a low rating

and a demo version (Table 1). The obtained results were the basis for the analysis of the

traditional tools and methods that have already been introduced into the educational

process. For this purpose, a survey of teachers was conducted regarding the use of

traditional methods and tools that were implemented during lectures. The experimental

programme was developed based on the obtained results using cloud technologies during

the professional training of medical students.

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At the formative stage, the main components on which the professional competence of

future doctors is based were formed according to the proposed model of Lymar &

Omelchuk (2018), (Table 2).

Figure 1. The procedure for conducting the experimental part of the study

Source: developed by the author

2.2. Sample

The experimental part of the study was conducted at 3 HEIs: State Institution

“Dnipropetrovsk Medical Academy of the Ministry of Health of Ukraine”, Danylo Halytsky

Lviv National Medical University, Ivano-Frankivsk National Medical University. This

number of institutions makes it possible to comprehensively consider the issue under

research and provide more substantiated conclusions. The experiment involved 320

students of 3rd-4th years of study. The criterion for the inclusion of students was the

absence of missed classes. The exclusion criterion is the failure to pass the credit. The

sample was evenly divided into control and experimental groups. The control group (CG)

consisted of 110 students and continued classes according to the traditional programme.

The experimental group (EG) also included 110 students. The experimental programme

using cloud technologies was introduced into their classes. Two training courses on special

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subjects of major 221: Dentistry were selected to confirm the advanced hypothesis. These

courses were: Therapeutic Dentistry and Medical Law of Ukraine, and a training course in

English for a professional direction. As the selected courses are objectively different in

terms of the methods of educational activity, the final results obtained after the experiment

were determined to confirm or refute the hypothesis. The study also involved 5 teachers

with a total of 21.5 years of experience. They made up the expert group.

Table 1. Description of cloud technologies that were used during the research in the

experimental group (EG)

Cloud

technologies

Description

Logo

PBwiki

The purpose of implementing this

technology was building

communicative competences during

joint creative projects. EG students

were divided into groups to complete

the task. While using Pbwiki, students

could simultaneously use the resource

to add new information, make changes

using the tools available at the website.

Google Docs

This resource was used to perform

homework (calculate in the

programme, conduct a survey).

Sway

Sway provided an opportunity to make

creative presentations, as well as to

collect text, images, videos and other

content in an interactive online format,

while applying design layouts, colour

schemes or choosing existing options

for design elements.

Microsoft

Planner

Using this web application, students

could communicate while completing

assignments, teaming up, and planning

future meetings.

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Microsoft

Azure

The Microsoft Azure platform was

offered to teachers for testing EG

students. It is an example of a hybrid

cloud that allows testing up to 5,000

students at the same time, as well as

automated verification of answers.

Table 2. Characteristics of the main components of the professional competence of medical

workers

Components

Peculiarities

Cognitive

General medical knowledge; basic deontological, ethical, legal and

psychological knowledge.

Motivational and

volitional

The doctor’s motivation for professional activity, which is rooted in the

motivation of choosing a profession and the doctor’s value system, and is also

represented by a set of volitional characteristics of a specialist (self-monitoring

and self-regulation, which is especially relevant for a doctor who interacts with

a large number of patients which results in the emotional stress)

Organizational and

activity

Skills and organization of work with patients and other participants in the

treatment process, behavioural strategies, etc. In other words, a doctor may

know how to organize work and interaction, choose a certain algorithm of

treatment, but in practice, choose wrong strategies because of certain unknown

reasons. This component also covers strategies for interacting with patients,

including verbal and non-verbal communication.

Source: created by the author

2.3. Data collection

-Comparative analysis. It was used when comparing cloud technologies. This analysis

helped to select 5 technologies that meet the given requirements.

- Diagnostics of developed professional competencies. The method was applied to

compare the results before and after the implementation of cloud technologies. This helped

to determine the effectiveness of cloud technologies on the quality of assimilation of the

completed educational programme.

- Author’s survey. It was implemented to understand students’ and teachers’ personal

opinion regarding the use of selected cloud technologies during the experiment.

- The method of expert evaluations was used to analyse the results of the educational

activities of students and teachers. A group of experts studied the level of professional

competence of EG and CG students.

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2.4. Data analysis

The survey was conducted using Google Forms. They included 30 items for each

component of professional competence. A 100-point rating scale was used to process the

obtained results, where:

0-25 – not developed

25-50 - weakly developed

50-75 – developed but need improvement

75 -100 - well developed.

Validity and reliability of the questionnaire were tested using Cronbach’s alpha

reliability coefficient and Pearson’ correlation coefficient.

IBM SPSS Statistics 25.0.0.1 was used to analyse quantitative data. Pearson’s test and

Cohen’s coefficient were calculated for statistical processing of the obtained results.

2.5. Ethical Criteria

The conducted experimental research met all the requirements of ethics and integrity

in relation to the respondents. Before the start of the research, the students signed a

document on confidential processing of the obtained results and non-disclosure of personal

information.

3. Results

The experience of teachers regarding the use of cloud technologies during classes was

studied before starting the implementation of the experimental programme in the

educational environment (Figure 2). This made it possible to determine the relevance of the

selected technologies, as well as the advantages and disadvantages of technologies that have

already been introduced into the educational programme.

Figure 2 demonstrates that the majority of teachers had no experience of using cloud

technologies at all. During the conversation, the teachers noted that the main reason for

refusing to use cloud technologies was: difficulty in use (30%); worries about the safety of

personal data and educational materials (5%); a large selection of cloud technologies (2%).

Before and after the experimental part, a diagnostic of the professional competences of

CG and EG students was carried out to understand the impact of the use of cloud

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technologies on such components of professional competence as cognitive, motivational

and volitional, organizational and activity (Tables 3-5).

Considering the obtained results, it can be stated that the use of cloud technologies

affected such components of professional competence as the ability to diagnose diseases

and conduct tests (CG R=13 compared to EG R=21); knowledge of ethical and professional

standards (CG R=12 compared to EG R=24); knowledge of regulatory and legal standards in

the field of health care (CG R=36 compared to EG R=21). This range can be caused by the

fact that the experimental programme was built for the subject Medical Law of Ukraine,

which affected the positive results of EG students compared to CG.

Figure 2. Distribution of teachers’ answers regarding the personal use of cloud technologies

during the educational process.

Source: developed by the author

The obtained results indicate the improvements in the EG students in the field of

understanding of professional ethical norms, stress resistance, the ability to make quick

decisions, as well as motivation for continuous professional development and lifelong

learning. The better results in the selected areas can be caused by the fact that the teachers

gave creative tasks for joint work in groups. Students independently agreed on the meeting,

shared responsibilities, and independently resolved disputed issues between each other.

A significant difference between the EG and CG indicators was found in the

assessment of the organizational and activity component. Students who studied using

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cloud technologies learned to better manage time for providing medical care, understand

professional standards and norms, and have better developed communication skills than

students who studied under a traditional programme.

Table 3. Distribution of the assessment of the cognitive component of the professional

competence of CG and EG students before and after the introduction of cloud technologies

Cognitive component

Before

(Х)

After

(Х)

Before

(Х)

After

(Х)

Knowledge of medical terminology

Understanding pathophysiological processes and

disease mechanisms

Study of medicines, their effects, side effects, and

interactions

Training in methods of disease diagnosis, including

laboratory tests, imaging and other methods, as

well as development of treatment plans and

treatment methods

Understanding the ethical aspects of medicine and

professional standards in the field

Development of critical thinking skills, research

work and continuous learning

Understanding the structure and functioning of

health care systems, legislation and regulatory

authorities

Note: where

– mean value

Source: developed by the author

The diagnostics of the developed professional competencies was followed by a survey

on the personal opinion of the use of the proposed cloud technologies. Both students and

teachers took part in the survey. Table 6 presents the results of the survey.

The results of the survey show that students positively evaluated the use of cloud

technologies during education. However, there is still concern among both students and

teachers about the safety of personal data. Teachers also noted that the use of cloud

technologies is an effective tool for ensuring students’ access to educational materials. A

total of 93% of teachers will continue to use cloud technologies during lessons.

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Table 4. Distribution of assessment of the motivational and volitional component of the

professional competence of CG and EG students before and after the introduction of cloud

technologies

Motivational and volitional component

Before

(Х)

Afte

r (Х)

Before

(Х)

Afte

r (Х)

Professional motivation

-1

Development of empathy and communication

skills with patients

Understanding and acceptance of professional

ethical norms and values

Stress resistance

Development of self-discipline and volitional

control

Ability to make decisions, even in difficult

situations

A desire for continuous improvement and

professional development, as well as a

willingness to spend time and effort to improve

medical practice

Note: where х – mean value

Source: developed by the author

After the research, the obtained results were subjected to statistical processing. The

Pearson test was used to identify a tendency to increase the results obtained by the EG

students in comparison with students who continued their studies using traditional tools.

Because of this, it can be concluded that the use of cloud technologies in the curriculum has

an impact on the development of professional competencies of medical students. This fact

confirms our advanced hypothesis. The calculation of Cohen’s coefficient confirmed the

effectiveness of the use of cloud technologies, which ranged from 0.8 to 1.17 in the obtained

results of the experimental group. The value obtained for the group of students who

studied according to the traditional programme was 0.5. This result reflects the medium

effect.

4. Discussion

The conducted research confirmed the previous hypothesis that the use of cloud

technologies contributes to the development of professional competencies of future doctors.

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Table 5. Distribution of assessment of the organizational and activity component of

professional competence of CG and EG students before and after the introduction of cloud

technologies

Organizational and activity component

Before

(Х)

After

(Х)

Before

(Х)

After

(Х)

Clinical skills

Development and implementation of a

treatment plan, including prescribing

medications, physical therapy, surgery, and

other medical procedures

Development of effective communication skills

with patients, including the ability to explain

medical information in a clear and empathetic

manner

Making medical records

Understanding the structure of medical

institutions, working with medical equipment

and materials, scheduling patient appointments

and organizing working hours

Understanding of regulatory and legal aspects

of medical activity, ethical principles and

professional standards

Ability to effectively manage time and resources

to provide quality medical care

Note: where х – mean value

Source: developed by the author

Among the students of the experimental group, the following components of

professional competence were better formed: cognitive, motivational-volitional and

organizational-active. The obtained results are confirmed by the group of researchers

Puchkov et al. (2020). The researchers established that cloud technologies provide

additional opportunities for the organization of the educational process, contribute to the

improvement of student success and also realize educational opportunities.

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Table 6. Results of the survey of teachers and EG students regarding the use of cloud

technologies after the experiment

Students

Yes (%)

No (%)

Was it convenient to use cloud technology to access educational

content from any device?

Has cloud technology made it easier to collaborate and share

information with other students and teachers?

Do you think your personal data stored in cloud storages that were used

in training are safe?

Teachers

Do you think it is effective to use cloud technologies to provide access to

educational content for students?

Will you continue to use cloud technologies for collaboration and

communication with other teachers or students?

Will you continue to use cloud technologies for collaboration and

communication with other teachers or students?

Do you think that the use of cloud technologies facilitates the process of

conducting lessons and evaluating students’ educational performance?

Do you think it is safe to use cloud technologies to save personal data

and educational material?

Source: developed by the author

The use of cloud technologies during training, such as: Pbwiki, Google Docs, Sway,

Microsoft Planner, Microsoft Azure, turned out to be a positive tool in improving the

professional development of future doctors. The experience of using the above forms and

methods of work showed that building professional competence is possible through

consistent work in the system and development of all its tools. Similar results were

obtained in a study by Mosenkis et al. (2020). The researchers determined that the use of

cloud technologies is an effective means of improving the development of all components of

teacher competence. The use of selected tools during distance learning completely solved

the problem of interaction with the teaching staff and the learning environment.

The conducted research also influenced the personal attitude of teachers regarding the

use of cloud technologies during classes and for independent use. At the beginning of the

experiment, most teachers believed that the use of cloud technologies is not a convenient

tool, not safe or not effective at all. After using cloud technologies, teachers were able to

change their minds about the proposed cloud technologies. The obtained results are

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confirmed by Korucu (2016). The study found that teachers do not use cloud systems

because they do not need them or they mostly do not know them. This may be explained by

the fact that many teachers still have a low level of digital competence and try not to use the

latest technologies during educational activities (Basilotta-Gómez-Pablos et al., 2022;

Hinojo-Lucena et al., 2019).

However, the introduction of new courses using cloud technologies can contribute to

the construction of a holistic concept of building professional and digital competence of

future doctors. The use of the latest technologies in medical practice can increase the

efficiency and accuracy of diagnostics, the quality of medical services, as well as the

effective management of a medical facility (Srinidhi et al., 2021; Prusaczyk et al., 2022).

Conclusions

The conducted research gave grounds to state that the ability to use digital

technologies for professional and personal purposes is important in the era of digitalization.

The EG students showed significant results after using cloud technologies such as: Pbwiki,

Google Docs, Sway, Microsoft Planner, Microsoft Azure. The teachers changed their

attitude towards the use of cloud technologies during the lessons, although most of the

teachers had doubts about the proposed tools at the beginning of the study. Therefore, one

of the ways of updating the content of education and integration into the global educational

space is the orientation of educational programmes of HEIs on building professional

competencies by students and the creation of effective mechanisms for their introduction.

The advantages of using cloud technologies in HEIs include: no need for powerful

computers; lack of significant investments in the purchase of licenses and expensive

equipment; no piracy; online testing, openness of the educational environment; increased

interaction between teachers and students; preliminary preparation for further work in the

classroom; increasing active learning in the classroom; involving media content instead of

explaining basic concepts, access to materials at any time and in any way, saving resources,

etc. The more diverse the tools of the theoretical and practical parts of classes will be, the

more effective will be the acquisition of new knowledge by higher school students. So, we

concluded that the use of cloud technologies is most appropriate for building professional

competencies of medical students. The academic novelty of the study was the fact that few

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studies have been conducted on the use of cloud technologies in the studies of future

doctors. The implementation of virtual reality in the practical classes of future doctors can

be a promising direction of research.

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