DIGITAL TRANSFORMATION AND CONTINUOUS PROFESSIONAL DEVELOPMENT OF EMPLOYEES OF THE CENTER FOR DISEASE CONTROL AND PREVENTION: CHALLENGES AND PROSPECTS
DOI:
https://doi.org/10.32782/2786-9067-2026-31-10Keywords:
public health, professional training, innovative technologies, digital competence, continuing professional development, Center for Disease Control and PreventionAbstract
The article examines the features of implementing innovative technologies in the professional training and practice of public health professionals under the conditions of digitalization, martial law, and ongoing systemic transformations in Ukraine’s healthcare sector.
The aim of the study is to provide a comprehensive analysis of contemporary approaches to the use of digital and innovative educational technologies in staff training and professional development, based on the experience of the State Institution “Cherkasy Regional Center for Disease Control and Prevention of the Ministry of Health of Ukraine,” and to identify key organizational and technological challenges.
The article analyzes the experience of introducing innovative and information technologies into the Institution’s activities. The role of digitalization in enhancing the qualifications of epidemiologists, virologists, and other public health professionals in the context of contemporary biological threats is examined. Based on empirical data (a survey of 170 employees), the level of staff readiness to use modern digital platforms was assessed, and key barriers were identified, ranging from outdated technical infrastructure to the need for systematic lifelong learning. The study found that 95.9% of respondents use digital technologies in their professional activities, and 97.6% recognize them as an essential component of the modern system of continuous professional development (CPD). At the same time, 87.1% of respondents expressed the need for further development of digital competencies, while 32.9% reported limited or unstable Internet access. A generational digital divide was identified, emphasizing the need for the systematic implementation of digital literacy and cyber hygiene training programs, as well as improved technical support in the workplace.
The study employed methods of theoretical analysis, generalization of practical experience, and comparative analysis. The main challenges in implementing innovative technologies in professional practice were identified, including uneven levels of digital competence among staff, limited technical resources, workforce challenges during wartime, and the need for systematic development of continuing education. The prospects for developing an innovative model of professional training and advanced professional development are substantiated.
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