STUDENT DIGITAL FOOTPRINT AS A TOOL FOR ANALYTICALLY-ORIENTED ASSESSMENT OF LEARNING OUTCOMES OF FUTURE MEDICAL PROFESSIONALS

Shustyk R. P. Municipal Institution of Higher Education "Rivne Medical Academy" https://orcid.org/0009-0001-8805-5326
Linnik Y. V. Municipal Institution of Higher Education "Rivne Medical Academy" https://orcid.org/0000-0002-0203-2714
Undir V. O. Municipal Institution of Higher Education "Rivne Medical Academy" https://orcid.org/0000-0002-7159-8631
Konoshchuk R. V. Municipal Institution of Higher Education "Rivne Medical Academy" https://orcid.org/0009-0002-7742-797X

Keywords: assessment of academic achievements, student digital footprint, educational process, medical education, digital technologies, learning activity

Abstract

DOI: https://doi.org/10.26565/2074-8922-2026-86-32

Purpose. The purpose of the study is to substantiate and develop a model for using a student's digital footprint for a comprehensive assessment of academic achievements in a higher medical education institution.

Methods. The study employed a combination of theoretical and empirical methods. The theoretical methods included analysis, generalization, and systematization of scientific sources on the issues of education digitalization and assessment of academic achievements. The empirical part involved the collection, processing, and interpretation of students’ digital footprint data within a learning management system. The research was conducted among 40 first-year students majoring in “Medicine” during the study of the discipline “Philosophy.” Indicators of digital activity were analyzed, including the frequency of system logins, duration of engagement with educational materials, participation in forum discussions, level of interaction with learning content, as well as the timeliness and completeness of task completion. Additionally, behavioral patterns of students’ learning activities in the digital environment were taken into account. Descriptive statistics, comparative analysis, and elements of correlation analysis were applied to process the results.

Results. The article proposes a model for assessing students’ academic achievements based on their digital footprint, which integrates cognitive, behavioral, communicative, and organizational components. An integral assessment indicator was developed, calculated using an author’s formula, which allows considering both final learning outcomes and the dynamics of educational activity. A statistically significant relationship was found between the level of students’ digital activity and their academic performance. The results confirm the feasibility of using the digital footprint as a tool for analytical assessment.

Conclusions. Using the digital footprint as an assessment tool contributes to increasing the effectiveness of the educational process, ensures continuous monitoring of learning activities, and creates conditions for the individualization of learning. The proposed model has practical value for higher education institutions, as it allows improving the assessment system, increasing its objectivity and validity. Its implementation facilitates evidence-based pedagogical decision-making based on the analysis of educational data.

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