STAGES OF DEVELOPMENT OF HIGHER PHARMACEUTICAL EDUCATION IN UKRAINE (END OF XX - FIRST QUARTER OF XXI CENTURY)
Bibliographic record
Abstract
The relevance of this study lies in identifying the patterns and factors of the transformation of higher pharmaceutical education in Ukraine at the turn of the 20th and 21st centuries in the context of European integration, digitalization, and increasing standards of pharmacist training. The author substantiates that the effectiveness of the pharmaceutical education system determines not only the quality of medical care but also the development of national human capital, innovative potential, and the competitiveness of the state’s pharmaceutical sector. Defining the stages and main trends of system modernization has important theoretical and practical significance for improving the professional training of future specialists. The aim of the article is to conduct a comprehensive historical and pedagogical analysis of the stages in the development of higher pharmaceutical education in Ukraine from the late 20th to the first quarter of the 21st century, and to determine the main factors of change in accordance with the criterial approach. The study applies historical-pedagogical and legal approaches, which involve the analysis of current legislative acts, educational standards, works of leading scholars, and empirical data on the activities of Ukrainian institutions of higher pharmaceutical education. It was established that the development of higher pharmaceutical education in Ukraine was carried out in stages: the stage of national formation (1991–2001), the stage of European integration and expansion of pharmaceutical faculties in medical universities (2002–2015), and the modernization-innovation stage (2016–2024). Each of these periods was characterized by its own regulatory framework, strategic priorities, and educational innovations. Special attention is paid to the implementation of the competence-based approach, modern pedagogical technologies, simulation and interactive learning, the development of digital educational infrastructure, enhanced practical training, and international cooperation. The article substantiates the influence of regulatory and organizational factors on the formation of the modern model of professional pharmacist training. The conclusions emphasize that the evolution of higher pharmaceutical education in Ukraine is a dynamic process that combines tradition, innovation, and integration into the European educational space. This ensures the competitiveness of domestic graduates, contributes to the formation of professional culture, and enhances the role of the pharmacist in modern society.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.002 | 0.002 |
| Scholarly communication | 0.004 | 0.002 |
| Open science | 0.000 | 0.003 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".