Polina Mihova

OBJECTIVE: This study explores the effectiveness and adoption of hybrid learning models as part of digital transformation in higher medical education. The focus is on the students of Health Care Management at the Faculty of Public Health, Medical University - Pleven, in the context of the Bulgarian regulatory and technological framework. METHODS: The questionnaire contained 17 closed-ended questions assessing satisfaction, preferences, perceived strengths and weaknesses, as well as self-rated outcomes. Data were analyzed using descriptive statistics and chi-square tests. RESULTS: 61.9% of students expressed full support for the hybrid model. Key advantages were time flexibility (72.6%) and improved IT skills (66.1%), while key disadvantages were limited communication (58.3%) and poor feedback (50%). CONCLUSIONS: Hybrid learning proves to be a suitable and effective approach for postgraduate healthcare education. In the Bulgarian context, its broader application remains limited due to the absence of clear standards for online learning in medical fields and the clinical nature of core specialties. Further regulatory clarity, pedagogical refinement, and investment in digital infrastructure are essential for the responsible and sustainable integration of hybrid models.

The data available for changes in the behavior and emotional state of children with ASD (autism spectrum disorder) in lockdown situations are controversial and scarce. In our research, we compare results before the first COVID-19 lockdown of 21 children with ASD and 21 typically developing children, four to five years of age with those obtained immediately after. The study attempts to answer the question of whether there are changes in the levels of emotional and behavioral problems in children with ASD after the lockdown and how these new living conditions affect some aspects of their functioning. The instruments used for data analysis are the Childhood Autism Spectrum Test (CAST); Child Behavior Checklist (CBCL); Survey on the consequences of COVID-19 on the life and development of the participants. No significant differences in the emotional and behavioral state of the participants were found, except for attention deficit/hyperactivity problems where ASD children showed lower levels after the lockdown. ASD group parents’ answers to the survey pointed towards more positive consequences of staying at home. Some reported they had more time for learning together, communicating, playing, and assisting the learning process through online therapy. As negatives, the parents of ASD children reported low physical activity, increased time with electronic devices, and time spent with the same people. Caregivers of typically developing children agreed that the lockdown had only negative effects. To conclude, for children with ASD in the study, the lockdown period demonstrated that more time spent with parents in structured everyday activities is an opportunity that can lead to positive results in their behavior.

This study looks into the barriers and factors that influence the use of educational computer games (ECGs) that speech and language therapists face in the treatment of children with special educational needs (SEN). 111 respondents were administered a 12- question questionnaire in 2018/2019. The results showed that 87% of all the respondents used games. The highest percentage of users was from the 20-30 years old age group. The professionals with extensive working experience of 16-20 years and 21+ indicated the lack of time for games as a significant barrier. The study showed positive attitudes towards the use of ECGs in working with children with SEN and the need for developing high-quality games that match current practice of professionals.