Medical Education and Professional Development

The results of the implementation of the project “Multidisciplinary Consilium” among senior courses (4–6 years) students, residents and PhD students of N.V. Sklifosovsky Institute of Clinical Medicine (Sechenov University) are presented. The Multidisciplinary Consilium is a detailed clinical evaluation of a patient by doctors of different specialties. During the event, the specialists holding the Consilium actively ask questions to the audience regarding the investigation plan, diagnostic concept and patient management. In addition, the Multidisciplinary Consilium includes elements of project activity in the form of a description of a clinical case by a group of initiative students under the guidance of the specialists conducting the event. The results were evaluated by online questionnaires. Multidisciplinary approach was highly appreciated by the students, as it contributes to the formation of scientific and clinical thinking, as well as to the integration of clinical disciplines due to the strengthening of interdisciplinary links.

The article describes international and domestic experience in involving simulated/standardized patients (SP) in medical education. Considered: chronology of development of SP methodology; evolution of terminology, possibilities and limitations of its application, based on the latest scientific research; difficulties in applying the SP methodology in global practice. The features of the process of training SP teachers and SPs themselves for teaching and assessing professional communication skills, presented in international practice and domestic experience, are described. In the last decade, a large number of studies have been carried out using SP, aimed at assessing: the effectiveness of teaching communication skills; long-term skill retention for clinical practice; economic efficiency of attracting a joint venture; features of the use of SP methodology in training doctors, nursing staff, students of various courses and specialties, etc. Despite the accumulated international experience, it is necessary to continue research, since some issues still remain controversial.

Relevance. Modern medicine is among the intensively developing areas of the economy. The movement vector is aimed to achieve a qualitatively new level, which is referred to as «5P medicine». The basis of 5P medicine is fundamental biomedical scientific research. They require specialists who combine the ability and legally confirmed right to treat patients and readiness to conduct medical research at the molecular genetic level. These are physicians with a specialization in «Medicine» with the profile of «Fundamental Medicine». Anatomical competencies are part of their professional competencies. An objective, reliable, relevant assessment of the level of anatomical competencies is important.

Study objective – ​to study the possibilities of electronic scoring and rating system as a tool for assessing anatomical competencies of medical students.

Material and methods. Electronic documents of current and interim examination in the discipline «Human Anatomy» (profile «Fundamental Medicine», specialization «Medicine») were studied; methods of comparison, analysis, synthesis of descriptive statistics, correlation analysis, hypothesis testing were used.

Results. All students who completed the human anatomy courses had an average semester rating of at least 70%. It proves the fact of acquiring anatomical competencies. The mean and median of the semester average rating are 87.29% and 87.75%, respectively. This indicates that the level of anatomical competencies is defined as excellent or to excellent. 94% of the students gained a positive evaluation on the exam and thus actualized the formed anatomical competences. Of these, 61.7% of students had the same average semester, exam and final ratings. 14.9% of students showed a better result at the exam than during the course, 10.6% of them increased their final rating These data suggest the relevance and reliability of the chosen methodological and content approach for assessment of anatomical competencies.

Conclusions. 1) The criterion for acquiring of anatomical competences is the semester average rating of at least 70%. 2) The level of formed anatomical competencies (quantitative assessment) is determined by the values of the semester average rating. 3) The criterion of actualization of the formed anatomical competences is a positive examination rating (completion of at least 70%). 4) The level of actual anatomical competencies (quantitative assessment) is determined by the values of the final rating. 5) Electronic scoring and rating system can be used as a tool for qualitative and quantitative assessment of anatomical competencies.

Scientific novelty: a view on the score-rating system as a potential objective tool for assessing professional competencies has been formed.

Practical relevance: a tool for qualitative and quantitative assessment of anatomical competencies is proposed, which can be used to assess professional competencies in other subject areas. The results of the study will be helpful for quantitative assessment of the level of complexity of various sections of the Human Anatomy discipline.

The transformation of the educational process within the framework of advanced training of physicians, due to the achievements of scientific and technological progress, requires an analysis of existing problems and the search for new organizational approaches. The application of the principles of social dialogue and social partnership in the education of physicians has not previously been studied.

Material and methods. Analysis of the social partnership level in educational process of advanced training of medical specialists was carried out using the example of the Gomel region, Belarus. The analysis parameters were borrowed from the author’s methodology by T.P. Griboyedova (2008). There were analyzed: direction of interaction, target group, subjects, motives for implementing interactions, types of activities within in the educational process, organizational forms of interactions, subjects’ inclusion (involvement), used resources, duration of relationships, legal framework, nature of interactions. Design research – ​social projection.

Results and discussion. We have identified an average level of interaction between the subjects of the educational process of advanced training of physicians, the main problems of which are: the insufficient level of subjectivity of the participants, the lack of a common vision of the mission and the final goal, leading to underestimation of planning actions, insufficient legal regulation of innovative methods of the educational process.

Conclusion. The application of the principles of social dialogue and social partnership in medical education of adult will improve the results of educational activities without attracting additional resources and increase the satisfaction of participants.

Inroduction. A targeted training agreement implies the fulfillment of obligations by both sides. While during the time of study in higher education programs or training of highly qualified personnel, priorities of sides may change. It is very difficult to estimate in advance the probability of successful fulfillment of obligations under a targeted training agreement. Although the results of the USE correlate with the results of exams in specialized disciplines, they are not a guarantee of successful completion of the educational program, most students plan to continue further education in graduate school or residency.

This shows the need to assess the real academic and professional trajectories of students in the target area, to adequately take into account both the factors affecting the fulfillment of obligations under the target training agreement, and the effectiveness of targeted training in general.

Aim. Analysis of the academic and professional trajectory of targeted learning students.

Materials and methods. We studied 177 records of students of targeted education who entered the OSMU of the Ministry of Health of Russia (hereinafter – ​OSMU) in 2011.

The χ² test was used with the exception of categories that had less than 10 values to compare the distribution of categorical data.

The Shapiro–Wilk test was used to determine whether the distribution of quantitative data corresponded to the normal distribution law.

The critical significance level for statistical tests is p<0.05.

Results. This study did not reveal demographic differences in specialties or form of education.

There are statistically significant differences in the median scores of target students in various specialties (Kruskal–Wallis test, p=0.001).

Conclusion. Differences in the a priori retain probability of targeted students across different medical organizations (MO) may be related to the characteristics of these organizations. Hypothetically, there are characteristics of MO that can be influenced to retain young professionals in general.

A priority direction in the development of online education is learning using massive open online courses (MOOCs). The urgent task is to increase the attractiveness of the learning process, stimulate the interest of students in mastering the discipline of “Biophysics”, motivate teachers to use modern pedagogical technologies, in particular, blended learning, using MOOCs, search for pedagogical techniques, and select methods that activate the cognitive activity of students. The article discusses the experience of using the MOOC “Fundamentals of Biophysics for Dentists” on the Stepik platform in the educational process when studying the discipline “Biophysics” by 1^st year students of the Dental Faculty of the Northern State Medical University (Arkhangelsk). The analysis of the results, student activity, academic performance and the results of student surveys on the implementation of blended learning and the use of methods that stimulate cognitive activity in the study of biophysics provide grounds for introducing and promoting MOOCs in the educational process.