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The investigation develops practical recommendations for integrating blended learning at Danylo Halytsky Lviv National Medical University, using e-learning to support learner-centered self-study and autonomy. The experiment involved 47 student groups (General Medicine, 2017–2018) using a 40% e-learning and 60% classroom design. Results indicate improved academic performance, with gains from 15% to 23% across language skills, supporting professional task-based learning and applied competencies.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/blended-learning-in-higher-medical-education-principles-and-strategies-of-teaching-foreign-languages/588945/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/blended-learning-in-higher-medical-education-principles-and-strategies-of-teaching-foreign-languages/588945.png","ImageObject",300,407,{"name":92,"@type":93},"Chumphorn","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the article propose for teaching foreign languages to medical students?","Question",{"text":112,"@type":113},"It proposes a blended learning method that integrates traditional classroom teaching with modern web-based technologies to create a reasonable mixed approach.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the blended learning experiment structured in terms of learning modes?",{"text":117,"@type":113},"The study used a 40% e-learning and 60% classroom teaching format across student groups.",{"name":119,"@type":110,"acceptedAnswer":120},"What outcomes did the authors observe after integrating blended learning strategies?",{"text":121,"@type":113},"Academic performance results improved from 15% to 23% depending on language skill, and students were better able to interpret tasks and apply required information for future medical practice.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},588945,1792192598,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":39,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":46,"preview_page_count":4},2336475401981,"https://ap-avatar.wpscdn.com/avatar/22000c94efd8d5204d?x-image-process=image/resize,m_fixed,w_180,h_180&k=1786935347598174694","BLENDED LEARNING IN HIGHER MEDICAL EDUCATION: PRINCIPLES AND STRATEGIES OF TEACHING FOREIGN LANGUAGES  \nOksana Isayeva (Corresponding author), Myroslava Shumylo, Irena Khmilyar, Iryna Myskiv  \nLviv Polytechnic National University, Lviv, Ukraine  \n[oksana.lviv567@gmail.com](oksana.lviv567@gmail.com)  \nOksana Mylyk  \nDanylo Halytsky Lviv National Medical University, Lviv, Ukraine  \nThe article highlights the new approach to teaching a foreign language to medical students as a reasonable mixed method of traditional teaching and the use of modern technologies. Teaching process at higher medical educational institutions is based on innovative didactic technologies, mechanisms and procedures. Many theories suggest implementation of combined classroom and online teaching called blended or hybrid learning. The aim of this investigation is to develop practical recommendations for successful integration of blended learning with traditional teaching medical students at the Danylo Halytsky Lviv National Medical University. Web-based technology stimulates and promotes self-learning, keeps the learner at the centre of the learning process using personality-oriented and technology-mediated approaches. E-learning promotes autonomy and motivates students to learn throughout the life performing specific tasks before or after classroom learning. The research involved 47 groups of students studying General Medicine at Danylo Halytsky Lviv National Medical University (602 second-year students, 2017-2018 academic year) . The experiment consisted of 40% of e-learning and 60% of classroom teaching. Assessing performance, we concluded that students'academic performance results improved from 15% to 23% depending on the language skill due to the integration of blended learning strategies into the teaching process. Blended learning also assists students to choose and interpret required tasks, to assess cases related to future medical profession, and to apply compulsory information, which requires proficiency and practical skills.  \nKeywords: blended learning; e-learning; traditional teaching, medical student; humanities, English language.  \nIntroduction  \nTeaching process at higher medical educational institutions is based on innovative didactic technologies, mechanisms and procedures approved by the Ministry of Education and Science and the Ministry of Health of Ukraine, corresponding to the principles of medical education of the European Higher Education Area. Currently, the situation with higher medical institutions requires implementation of innovations in the process of teaching foreign languages. The Cabinet of Ministers of Ukraine approved the Strategy for the Development of Medical Education in Ukraine by the Order No 95-p dated February 27, 2019, which is planned for 10 years. The implementation of the Strategy provides the creation of a high-quality system of medical education with a high level of specialists’ training, which aims to improve the quality of higher medical education; to transform qualitatively postgraduate education; to create effective funding and management; to rethink the academic culture; to stimulate the development of scientific research; to advance the level of English.  \nThus, researchers are in the process of seeking relevant efficient methods for teaching foreign languages as medical students have a variety of perspectives and prime necessity in learning languages. To optimise the process of learning humanities means to improve the quality of learning culture and values of professional communication in present medical students and to promote personal motivation of future doctors at the English classes (Isayeva, 2013) .  \nTherefore, it is expedient to use e-learning as a mode which helps teach innovatively according to modern requirements and to improve teaching process and students’ practical skills. This variation of teaching is also known as а flipped classroom, which is being implemented in the basic sciences. In suc","cbCaii3D7t73tpJm","https://ap.wps.com/l/cbCaii3D7t73tpJm","pdf",321863,"English","# Introduction\n## Flipped classroom in medical education\n## Study goals and purpose\n# Literature review\n## Flipped classes (FC) since the 1990s\n## Origin and development of blended learning","[{\"question\":\"What does the article propose for teaching foreign languages to medical students?\",\"answer\":\"It proposes a blended learning method that integrates traditional classroom teaching with modern web-based technologies to create a reasonable mixed approach.\"},{\"question\":\"How was the blended learning experiment structured in terms of learning modes?\",\"answer\":\"The study used a 40% e-learning and 60% classroom teaching format across student groups.\"},{\"question\":\"What outcomes did the authors observe after integrating blended learning strategies?\",\"answer\":\"Academic performance results improved from 15% to 23% depending on language skill, and students were better able to interpret tasks and apply required information for future medical practice.\"}]","BLENDED LEARNING IN HIGHER MEDICAL EDUCATION - PRINCIPLES AND STRATEGIES OF TEACHING FOREIGN LANGUAGES | PDF",1792066244]