DOI: https://doi.org/10.62204/2336-498X-2025-2-3

MANAGEMENT OF PROFESSIONAL DEVELOPMENT OF HEALTHCARE PERSONNEL: TRANSFORMATIONS UNDER WARTIME CONDITIONS

Iryna Mykolaichuk,
Ph.D. in Economics, Associate Professor, State University of Trade and Economics,
i.mykolaichuk@knute.edu.ua; ORCID: 0000-0001-7380-5000

Viktoriia Khmurova,
Ph.D. in Economics, Associate Professor, State University of Trade and Economics,
v.khmurova@knute.edu.ua; ORCID: 0000-0002-6398-6351

Annotation. The article describes theoretical, methodical and practical approaches to the content, nature of occurrence and key categories of management of professional development of employees of health care institutions. The tasks and stages of professional development of the staff of the researched industry are considered, their advantages and factors that have a negative impact on the effectiveness of the professional development of medical workers are analyzed. Proposals on ways to improve the management of professional development and professional development of health care workers in wartime conditions have been formulated.

Keywords: healthcare personnel, professional development, management, wartime conditions, health care institutions. 

Relevance of the Research Topic. In the healthcare system, a key role is played directly by medical personnel; thus, managing the development of human resources is recognized as one of the main priorities of healthcare management. Traditional approaches to personnel management no longer yield the expected results and often lead to stagnation or disorganization within administrative structures. In a context where public budget funding is insufficient to fully support the development of the healthcare sector, the most strategically important direction becomes the activation of the system’s latent potential through more efficient utilization of human resources.

International experience, particularly the practices promoted by the World Health Organization, demonstrates that organizational changes aimed at improving human resources management have the highest potential for enhancing the overall efficiency of the healthcare system [15]. In the context of digital transformation and the challenges of the information society, rapid advancement of medical knowledge, and the implementation of high-tech diagnostic and treatment methods, healthcare professionals increasingly face the need to improve their professional competencies. This need is further intensified by the growing public awareness of health-related issues, as well as ongoing healthcare reforms and shifts in the political environment.

The large-scale reform of Ukraine’s healthcare system in recent years—amid the Covid-19 pandemic and the full-scale war—has aimed at aligning the quality of healthcare services with those of leading European countries. These reforms focus not only on ensuring the institutional autonomy of medical facilities and introducing new approaches to their management based on general management principles but also on improving the quality and accessibility of medical services for various segments of the population.

The current trajectory of deep systemic reform in the healthcare sector is directed toward the creation of an efficiently functioning system that is fully oriented toward meeting the individual needs of each patient and improving the quality of care provided. Analysis of Recent Research and Publications. A significant number of scholars have addressed the issues of professional development and staff training in the context of optimizing human resource development processes. These aspects have been explored by both theorists and practitioners in the field of management, including J. Galbraith, G. Becker, D. Joy-Matthews, G. Dessler, J. Pfeffer, S. Robbins, R. Stolberg, I. Hentze, G. Schmidt, P. Forsyth, among others.

In  the  healthcare  sector,  notable  Ukrainian  researchers  focusing on  the  professional  development  of  medical  personnel  include  K. Ayapov, V. Borshch, I. Bublykova, Z. Gaponova, V. Rovenska, Ye. Sarzhevska, O. Orlova, S. Mukhina, I. Tarnovska, A. Kalenyuk, and others. The necessity for further research on professional training as a means of human resource development in healthcare remains highly relevant.

Problem Statement. Ensuring the effective operation and competitiveness of healthcare institutions is closely linked to the development of human capital. Against the backdrop of growing scholarly interest in the management of professional development— particularly in the medical sphere—the relevance of research in this domain remains strong. This calls for further academic reflection on the subject and the development of methodologically sound theoretical and practical recommendations aimed at improving the system of professional development management for healthcare workers.

The aim of this article is to provide a theoretical and methodological rationale for the content, characteristics, and prospects of managing the professional development of employees in healthcare institutions.

Presentation of the Main Research Findings. The analysis of numerous scholarly sources and practices of modern enterprises suggests that professional development is emerging as an independent domain of managerial activity. It is commonly associated with improving qualifications, as well as enhancing employees’ professional knowledge, skills, and competencies. In national legislation, professional development is defined as a continuous, conscious, and purposeful process of personal and professional growth based on the integration of knowledge, skills, abilities, and behavioral models (competencies) [12].

Managing professional development is one of the key functions of human resource management, including within healthcare institutions. Training programs play a crucial role in enhancing employee productivity and improving interactions with stakeholders [9; 20]. According to L. Cherchyk and R. Serhiychuk, an essential element of professional development is the enhancement of an individual’s general intellectual level, erudition, and communication skills, as an educated person is better able to navigate today’s complex world. The development of general competencies positively influences the moral and psychological climate within the team, increases work motivation and commitment to the organization’s goals and strategy, strengthens managerial hierarchy, and helps reduce staff turnover [19, p. 61].

The acquisition of general competencies through professional development has a positive impact on workplace climate and employee engagement. It fosters loyalty to organizational objectives, supports leadership continuity, and helps stabilize the workforce.

According to Article 3 of the Law of Ukraine «On the Professional Development of Employees», the management of professional development processes is carried out directly by employers through the organization of professional training and the implementation of employee certification [15]. Addressing the pressing challenges of the Ukrainian healthcare system depends largely on the qualification level of healthcare workers and the quality of both their initial and postgraduate education.

The integration of advanced technologies and innovative methods into medical practice has shifted the focus of the concept of competence toward the personal qualities and capacities of professionals that enable them to achieve desired outcomes in a social context. The pace of such transformations necessitates continuous enhancement of professional competencies and the acquisition of new knowledge and skills by medical staff, as the quality and safety of medical care are directly linked to staff qualifications [5]. Systematic renewal of human resources and the implementation of modern management mechanisms are fundamental to improving the quality of services provided by healthcare institutions [6]. Medical professionals, especially physicians, must regularly update their knowledge, improve their qualifications, and maintain valid licenses. Their training is based on the principle of continuous medical education, which should be integrated into the human resource policies, management strategies, and incentive systems of healthcare organizations.

The application of modern staff development methods can serve as a powerful tool for enhancing employee motivation. Establishing an effective system for professional qualification advancement is particularly important given the growing number of physicians with long-standing formal education and the rapid obsolescence of specialized knowledge and skills.

The required level of qualification for medical specialists is achieved through a combination of learning formats: postgraduate education programs for physicians and pharmacists, information courses and internships, systematic self-education, and ongoing practice in the chosen specialty [16, p. 164]. Figure 1 presents a schematic representation of the four fundamental elements of the professional development management process for healthcare workers.

Fig. 1. Key Elements of Managing the Professional Development of Healthcare Institution Employees

Source: compiled by the authors

The foundation of professional development for healthcare institution (HCI) personnel lies in the evaluation of their professional competence, which should be based on the creation of a competency model for each specific position. This approach enables the adequate identification of training and development needs for medical specialists. In the most developed countries of the European Union and the United States—particularly in the Czech Republic, Sweden, the United Kingdom, Poland, among others—the issue of professional postgraduate education for physicians receives special attention. The high level of healthcare service provision in these countries is primarily the result of Continuous Professional Development (CPD), which is a lifelong process encompassing knowledge and skills that are universally recognized and accepted by the medical community as foundational principles.

One of the important directions for improving the professional qualifications of healthcare workers is the lifelong learning concept, which has evolved into a comprehensive CPD system. Under current conditions, its significance has notably increased due to rising demands for the professional competence of medical professionals [10]. Over 20 years ago, the World Federation for Medical Education introduced the term “Continuous Professional Development of the Physician” as a professional obligation that should last for 30–40 years [10]. According to the definition of the European Union of Medical Specialists, CPD is a process of constant knowledge renewal and improvement of practical skills by healthcare workers in order to meet the current needs of patients and enhance the effectiveness of their professional activity.

In many countries, CPD is a mandatory requirement for the certification and recertification of medical practice. It not only defines the necessary level of competence for delivering high-quality healthcare but also reflects an interdisciplinary approach to medical practice and emphasizes the moral obligation of medical professionals to engage in lifelong learning, as they are ethically responsible for their education throughout their careers [2].

In Ukraine, the CPD system was improved through the development—and in 2021, the update—of the “Regulation on the System of Continuous Professional Development of Healthcare Sector Workers,” approved by the Resolution of the Cabinet of Ministers of Ukraine No. 725 dated July 14, 2021. This regulation established the main organizational principles of ongoing training and professional competency enhancement of healthcare workers after they obtain higher education and postgraduate training [14]. The document emphasizes that the continuous learning process for medical specialists will support and enhance the standards of their professional performance in accordance with the requirements of the healthcare sector, lasting throughout the entirety of their professional careers. The new CPD system is also aimed at ensuring effective quality control of the medical personnel certification process and improving the quality of healthcare services provided to the population of Ukraine [10]. The Regulation defines the key concepts of continuous development for healthcare personnel (see Fig. 2).

Fig. 2. Key Concepts Related to the Continuous Professional Development of Healthcare Sector Employees

Source: compiled by the authors based on [14]

Based on the conducted analysis, the current system of professional development for physicians reveals several key challenges:

  • A subjective approach to assessing professional competence, which creates the risk of continued practice by medical professionals with insufficient qualifications;
  • Weak motivation among healthcare workers to engage in continuous professional development (CPD);
  • The absence of effective tools for monitoring and responding to cases of professional incompetence;
  • A mismatch between traditional approaches to qualification enhancement and current scientific advancements and innovations in medicine.

On March 27, 2025, the Law of Ukraine “On Amendments to Certain Legislative Acts of Ukraine Concerning Training, Continuous Professional Development, and Professional Activity in the Healthcare Professions” (adopted on February 12, 2025, No. 4246-IX) entered into force [11]. The adoption of this law marks a new stage in the reform of training and professional activity within the healthcare sector. The document introduces amendments to several existing legislative acts, standardizing the mechanisms for initial training, retraining, and continuous professional development of medical and pharmaceutical personnel. The law aims to create a clearer and more transparent system of professional regulation in healthcare, to improve workforce quality, and to integrate international approaches to medical staff training. Its implementation is expected to contribute significantly to improving the quality of healthcare services in Ukraine.

The key provisions of the law include:

  1. Introduction of professional standards approved jointly by the Ministry of Health and the nationally representative trade union association in the healthcare sector. These amendments are reflected in Article 4-2 of the Labor Code of Ukraine.
  2. Definition and clarification of key terms, including:
    • “Medical worker” — an individual with a medical or nursing qualification who provides healthcare services;
    • “Healthcare sector employee” — also includes professionals without formal medical education who work in healthcare facilities.
    • Managerial positions may be held only by professionals with appropriate qualifi- cations, work experience, and a defined set of professional competencies.
  3. Provision of medical, pharmaceutical, or rehabilitation care is restricted to individu- als with proper qualifications. The activities of chaplains within the healthcare sys- tem are separately regulated, with relevant provisions approved by the Ministry of
  4. Competencies and qualifications must be defined either by professional standards or, in their absence, by qualification characteristics approved by the Ministry of Health and coordinated with trade unions.
  5. Mandatory continuous professional development for medical personnel, including participation in CPD activities organized by officially registered providers [11].

The introduction of a professional licensing mechanism for physicians based on the principles of Continuous Professional Development (CPD) is expected to serve as a stimulus not only for obtaining a license upon graduation but also for transforming the overall medical education system, including the structure and implementation of CPD. The traditional attestation system will be replaced by a professional licensing framework that includes an educational portfolio and a record of the specialist’s medical practice.

Currently, CPD functions not only as a regulatory requirement but also as a key instrument for maintaining stable professional competence among healthcare workers within the modern healthcare system. Starting in 2025, Ukraine is expected to enhance the structure of its CPD system through the implementation of electronic educational portfolios and updated training requirements. These changes aim to improve the quality of healthcare services and foster a culture of ongoing professional improvement among physicians [3].

CPD differs significantly from the traditional system by ensuring that physicians engage in lifelong learning and have the autonomy to select professional development activities tailored to their individual needs. This flexibility allows for the direct application of acquired knowledge and skills in specific healthcare institutions, benefiting both physicians and their patients.

Key benefits of CPD for physicians include:

  • Freedom to choose topics and formats of training, leading to the democratization of education, where physicians independently select training providers or institutions;
  • Ongoing professional development that enhances career competitiveness;
  • Integration into the global medical community through participation in accredited CPD activities both within Ukraine and internationally;
  • Simplification of the attestation procedure, eliminating the need to submit three- year activity reports or undergo commission interviews.

For patients, the primary benefit of CPD is that physicians will regularly update their knowledge and skills, thereby improving their competence and the quality of medical services they provide.

The CPD system covers various phases of qualification enhancement for medical and pharmaceutical professionals, including residency programs, doctoral and postgraduate studies, specialized cycles, thematic continuing education courses, and participation in informational training and internships following qualification confirmation [8]. Residency training is conducted at universities, academies, research institutes, and healthcare institutions accredited by the Ministry of Health as official residency bases. Training in these areas is carried out at institutions of higher and postgraduate education, research organizations, and designated healthcare facilities.

The quality of healthcare services provided to patients directly depends on the quality of physicians’ education. Moreover, healthcare facility managers must possess deep knowledge in business administration to effectively manage human resources. Strategic thinking is essential for aligning HR policies, programs, and procedures with the organizational goals and priorities of the institution.

Professional development in healthcare institutions offers numerous benefits for each party involved in the process:

  1. For the employee: continuous development; enhanced competitiveness; integration into national and international professional communities; simplified attestation; career advancement; full utilization of abilities; and readiness to perform new and/or more complex functions and responsibilities.
  2. For the institution: improved staff quality; achievement of organizational goals; enhanced service efficiency; increased competitiveness; higher professional standards; improved labor productivity; and a positive socio-psychological climate within the workforce.
  3. For the patient: increased physician qualification and competence; higher quality of medical care.

CPD implies the active participation of a professional in various forms of formal, non-formal, and informal education is essential. Non-formal education in the field of healthcare is aimed at deepening knowledge and improving skills through educational programs that do not lead to the attainment of official state qualifications but may result in the awarding of professional or partial qualifications. Informal education, or self- directed learning, in the healthcare sector refers to the autonomous process of acquiring professional competencies in the course of daily work related to professional, social, or other activities. It constitutes an integral part of continuous professional development (CPD), for which the key forms of professional self-education have been identified (see Fig. 3) [14; 17].

Fig. 3. Key Forms of Informal Education for Healthcare Institution (HCI) Employees within the CPD System

Source: compiled from [1, p. 376].

According to the general principles of managing the professional development of healthcare institution (HCI) employees—primarilymedical personnel—this responsibility is entrusted to an authorized individual, typically a human resources manager. In turn, healthcare professionals are expected to be well-versed in the legislation governing professional development, particularly regarding training, professional advancement, and certification procedures. They are entitled to enhance their qualifications within defined timeframes and undergo certification in accordance with established procedures to obtain or confirm their professional qualification category.

Currently, there is limited access to modern forms of professional development, such as participation in international scientific forums or internships in leading clinics, both in Ukraine and abroad. There is an increasing demand for distance learning formats for HCI medical staff, especially those working in rural areas, where ensuring remote access to information is of particular importance.

The use of innovative internet technologies enables physicians to improve their qualifications remotely and at their convenience, including via online platforms.

According to international research, physicians who engage in online projects as part of Continuing Medical Education (CME) are more likely to make clinical decisions aligned with the principles of evidence-based medicine [1, p. 377].

To address the challenges in managing the professional development of HCI employees, it is essential to update state policy in this area; ensure adequate and sustainable funding for related initiatives; regularly plan integrative activities; and explore alternative pathways for modernizing existing approaches and developing new strategies to enhance the intellectual and human resource capacity of HCIs. These efforts must align with contemporary demands and societal needs to ensure the quality of medical services and create conditions for expanding the range and classification of services [4, p. 120].

At the institutional (HCI) level, the following measures should be implemented:

  • Ensure flexibility in the system of professional development management for medical personnel;
  • During recruitment, consider not only the actual level of competence and professional reputation but also the capacity and willingness of candidates to adopt innovative medical technologies for diagnosis and treatment, as well as their emotional resilience, degree of professional development, and adherence to professional ethics [4];
  • Develop and adopt strategies within HCIs for building a qualified workforce through CPD, along with methodologies for evaluating the professional development of medical personnel to comprehensively assess the competencies acquired through professional education;
  • Foster motivational frameworks to encourage medical staff to engage in continuous professional development, including through self-directed learning;
  • Employ feedback mechanisms in practice by involving both healthcare personnel and patients in the formulation of recommendations and proposals for improving the performance of healthcare institutions.

Improving the effectiveness of the human resource capacity of healthcare institutions is possible through the implementation of unified approaches to continuous professional development, designed in accordance with international experience and standards. A key role in this process is played by the introduction of innovative forms and methods of medical staff training, which, in turn, will contribute to enhancing the quality of healthcare services in Ukraine.

The regulations concerning certification will take effect after the end of martial law. It is anticipated that the certification process will be conducted at the healthcare facility where the professional is employed, without the involvement of regional or central commissions. Scheduled certification is expected to occur once every five years to confirm or upgrade the professional qualification level. Despite the temporary suspension of certification procedures during martial law, the obligation of healthcare professionals to accumulate continuous professional development (CPD) credits remains in force.

Conclusions. The above considerations lead to the conclusion that the effectiveness and efficiency of managing the professional development of healthcare professionals significantly influence the advancement of the healthcare sector, the quality of medical services, public health outcomes, and the self-fulfillment of the medical workforce itself. Transformational and reform-oriented processes require innovative approaches to the development of human resources in healthcare institutions, particularly at the postgraduate stage of professional growth and specialist training.

It is evident that, like many other sectors, the professional development of healthcare personnel—and its management in particular—is characterized by numerous challenges related to its organization, implementation, and legislative regulation. This situation necessitates urgent and coordinated actions at both the state level and within individual healthcare institutions to ensure a proper legal and managerial framework for overseeing the professional development of medical staff.

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