• Yuliya Fedorchenko, Olena Zimba, Makhmadshokh K Gulov, Marlen Yessirkepov, and Mykhailo Fedorchenko.
• Department of Pathophysiology, Ivano-Frankivsk National Medical University, Ivano-Frankivs'k, Ukraine. juliakozubash@gmail.com.
• J. Korean Med. Sci. 2024 Oct 14; 39 (39): e299e299.

AbstractPrior to the coronavirus disease 2019 (COVID-19) pandemic, Central Asia and Eastern Europe saw a significant rise in international medical student enrollment, driven by competitive tuition fees, prestigious institutions, and culturally diverse environments. The pandemic forced a rapid shift to online learning, disrupting student mobility and compromising clinical training quality. Online education for international medical students during the COVID-19 pandemic has proven beneficial, though low- and middle-income countries struggled with access to information infrastructure and resources. While 64% of students preferred online learning, challenges like limited internet access and lack of in-person interaction persisted, making a blended approach of online and traditional methods most effective. Despite a rebound in post-pandemic enrollment, persistent challenges such as linguistic obstacles, psychological stress, and cultural adaptation issues remain. Active research engagement during undergraduate studies is essential for skill development. Integrating research into education curricula and fostering motivation are crucial for enhancing academic outcomes. Critical thinking and cultural competence are vital, necessitating explicit instruction and collaborative learning strategies. Addressing language barriers through comprehensive support systems for both instructors and students is imperative. Tailored strategies and robust institutional support are essential to enhancing the educational experiences and success of international medical students.© 2024 The Korean Academy of Medical Sciences.

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