Ukrainian Journal of Perinatology and Pediatrics. 2026.1(105): 113-118. doi: 10.15574/PP.2026.1(105).113118
Ilika V. V., Tiulienieva O. A., Oliinyk I. Yu., Garvasyuk O. V., Lazaruk O. V., Pankiv T. V.
Bukovinian State Medical University, Chernivtsi, Ukraine

For citation: Ilika VV, Tiulienieva OA, Oliinyk IYu, Garvasyuk OV, Lazaruk OV, Pankiv TV. (2026). Current trends in the teaching of pathomorphology in medical universities: a comparative analysis of Ukrainian and European educational standards. Ukrainian Journal of Perinatology and Pediatrics. 1(105): 113-118. doi: 10.15574/PP.2026.1(105).113118.
Article received: Oct 27, 2025. Accepted for publication: Feb 16, 2026.

Pathomorphology remains a fundamental component of medical education, providing an essential understanding of the structural basis of disease and fostering clinical reasoning skills. In modern medical education in both Ukraine and Europe, curricula are being transformed in line with the principles of a competency-based approach, requiring revision of content, teaching methods, and learning formats. The relevance of this study lies in the need to harmonize Ukrainian educational standards with European frameworks, identify strengths and weaknesses of national medical training, and implement innovative technologies in the teaching of morphological disciplines. The COVID-19 pandemic and the ongoing war have accelerated the digital transformation of medical education, particularly through distance learning, virtual microscopy, interactive case studies, and simulation-based methods.
Aim – to conduct a comparative analysis of approaches to teaching pathomorphology in medical universities of Ukraine and the European Union, to assess the compliance of Ukrainian curricula with international standards, and to develop recommendations for modernization.
Comparative, content, expert evaluation, system-structural, and descriptive statistical methods were applied. European universities operate within clearly defined competency frameworks encompassing knowledge, practical skills, communication abilities, and clinicopathological integration. Digital pathology, simulation training, and e-learning platforms play a crucial role. In Ukraine, pathomorphology has a strong theoretical foundation, but limited integration of digital tools and practical training. The main challenges include excessive theoretical focus, lack of interactive learning, and absence of unified assessment criteria for practical skills.
Conclusions. Modernization of pathomorphology teaching in Ukraine should involve the introduction of virtual microscopy, creation of a national competency framework aligned with European standards, updating course content with molecular pathology and digital medicine, development of simulation technologies, and expansion of academic mobility. These steps will enhance medical education quality and promote integration of Ukrainian pathology schools into the European educational space.
The authors declare that there is no conflict of interest.
Keywords: pathomorphology, medical education, competency-based approach, digital pathology, virtual microscopy, European standards, curriculum harmonization, distance learning, theory-practice integration.

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