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Background <p>Continuing professional development (CPD) plays a vital role in maintaining the competence of health professionals and ensuring quality health care. Health emergencies such as the coronavirus disease 2019 (COVID-19) pandemic and armed conflicts globally have disrupted traditional educational formats and accelerated the adoption of digital and online learning.</p> Objective <p>This study explores the Armenian experience of CME transformation during recent crises, focusing on the transition to online education, its outcomes, challenges, and opportunities for long-term reform.</p> Methods <p>A descriptive analysis of CME/CPD activities conducted in Armenia during and after the COVID-19 pandemic and the 44-day War in Nagorno-Karabakh in 2020 was performed. Data on the number of online courses and participants were collected, and findings were interpreted in the context of international developments in CME/CPD during health emergencies.</p> Results <p>Armenia experienced a significant increase in online CME offerings and participation during recent crises, aligning with global trends. The shift ensured continuity of professional education, expanded access to rural areas, and enhanced workforce preparedness. However, challenges emerged, including the absence of a comprehensive regulatory framework, limited quality assurance mechanisms, and concerns regarding sustainability and equity.</p> Discussion <p>Armenia’s experience reflects global patterns of emergency-driven innovation in CME but also highlights specific national challenges. Lessons from international practice demonstrate the need for stronger regulation, monitoring and integration of CME with workforce planning systems.</p> Conclusion <p>The Armenian experience demonstrates how a health workforce development system adapted to substantial challenges through the rapid expansion of digitally enabled CME/CPD, regulatory flexibility, and international collaboration. While further research is needed to assess long-term educational and workforce outcomes, the findings suggest that adaptive educational infrastructures may represent an important component of health workforce resilience during periods of crisis and recovery.</p>

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Continuing medical education in crisis: regulatory adaptations, digital acceleration, and insights from Armenia

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年7月16日

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  • Gohar Yerimyan,
  • Sharon Chekijian,
  • Anna Isahakyan,
  • Davit Abrahamyan,
  • Gevorg Yaghjyan,
  • Vicken Sepilian,
  • Alexander Bazarchyan,
  • Lena Nanushyan

摘要

Background

Continuing professional development (CPD) plays a vital role in maintaining the competence of health professionals and ensuring quality health care. Health emergencies such as the coronavirus disease 2019 (COVID-19) pandemic and armed conflicts globally have disrupted traditional educational formats and accelerated the adoption of digital and online learning.

Objective

This study explores the Armenian experience of CME transformation during recent crises, focusing on the transition to online education, its outcomes, challenges, and opportunities for long-term reform.

Methods

A descriptive analysis of CME/CPD activities conducted in Armenia during and after the COVID-19 pandemic and the 44-day War in Nagorno-Karabakh in 2020 was performed. Data on the number of online courses and participants were collected, and findings were interpreted in the context of international developments in CME/CPD during health emergencies.

Results

Armenia experienced a significant increase in online CME offerings and participation during recent crises, aligning with global trends. The shift ensured continuity of professional education, expanded access to rural areas, and enhanced workforce preparedness. However, challenges emerged, including the absence of a comprehensive regulatory framework, limited quality assurance mechanisms, and concerns regarding sustainability and equity.

Discussion

Armenia’s experience reflects global patterns of emergency-driven innovation in CME but also highlights specific national challenges. Lessons from international practice demonstrate the need for stronger regulation, monitoring and integration of CME with workforce planning systems.

Conclusion

The Armenian experience demonstrates how a health workforce development system adapted to substantial challenges through the rapid expansion of digitally enabled CME/CPD, regulatory flexibility, and international collaboration. While further research is needed to assess long-term educational and workforce outcomes, the findings suggest that adaptive educational infrastructures may represent an important component of health workforce resilience during periods of crisis and recovery.