Background. Anxiety among medical professionals is a significant factor determining the success of a doctor’s actions. Anxiety management skills are important in situations when a doctor has limited time to make decisions in a critical condition of a patient, in the case of severe pain syndrome, when «hidden» or «erased» symptoms of a disease are present and in other conditions that require close attention. Multiple training sessions on simulators with the solution of professional cases in situations similar to real ones could be the way to develop anxiety management skills. In the process of case solving, the student, faced with anxiety, is able to develop skills in managing his own anxiety. Modern technologies of virtual and mixed reality can be a significant technological addition to classical simulation training. However, before actively implementing such technologies, it is advisable to make sure whether training on virtual and mixed reality simulators affects the level of anxiety of the course participant.

Aim. The main goal of the study is to explore the indicators of state anxiety (SA) before and after working on a mixed reality simulator during the educational process aimed at developing students’ skills in medical examination and diagnosis of patients with acute abdominal pathology.

Material and methods. A prospective, randomized, controlled study with blinded data analysis took place during the period from November 2023 to December 2024. The research participants (RP) were volunteers from 4^th-year students of the Faculty of Medicine (n=93) who completed the mandatory stage of training at the Department of Faculty Surgery (clinical department) according to the approved program. The scenarios were created on the basis of a patient examination model in the emergency room. The examination and diagnosis were carried out by the RP on a standardized patient (SP), which simulated patients with various cases of acute abdominal pathology. Before the SP examination, the RP of the 1st group underwent one-time training in virtual reality using the cases of the XR-Body mixed reality simulator (LLC BMS/LLC GEOTAR-MED), which uses mixed virtual reality technology to train the skills of physical examination and examination of patients with symptoms of acute abdomen. To assess the level of trait and state anxiety of the participants, the Spielberger anxiety scale (State-Trait Anxiety Inventory – STAI) adapted by Y. Khanin was used. Before going through the virtual case and working with a standardized patient, the participants’ state anxiety levels were measured using the Spielberger–Khanin questionnaire; during the first measurement, a measurement was also taken on the scale of trait anxiety. Statistical analysis was performed using the Statistica software package. The main methods of comparative data analysis used were the Wilcoxon test and/or the sign test. The results are presented as M±SD, where M is the arithmetic mean, SD is the standard deviation; Me is the median, CI is the confidence intervals, including the values of the minimum to maximum values (min & max) or 10, 25–90, 75 percentiles for an informative presentation of the studied sample. Dichotomous and ordinal qualitative data are expressed as frequencies (n) and percentage distribution of features. The difference was considered statistically significant at p<0.05.

Results. The study groups had no significant differences in age, education level, gender and experience of examining patients with acute abdominal pathology. The RP of 1^st group, whose reactive anxiety level decreased after working on the simulator, was 73,9%; in 19,6% of RP, the SA level increased, and in 6.5%, it did not change [before working on the simulator: M₁ 38.08, CI (5–95%) 35–42; after working on the simulator: M₂=32.82, CI (5–95%) 30–36; p=0.0002]. Calculation of individual shifts in reactive anxiety among RP with a decreased SA indicator showed that in 32.4% of RP, the SA indicator decreased by up to 5 points; the reactive anxiety indicator decreased by 5 points or more in 29.4% of RP; by 10 points or more – in 38.2%. Analysis of the responses of the research participants regarding the change in the choice of answer options before and after working on the simulator in order to determine the direction of the shift for each question showed: a) a significant increase in the frequency of positive assessments by the participants of their condition and absence of anxiety at the moment [Me=7.5, CI (5–95%) 7–12, Q1–Q3 7–9 vs Me=15.5, CI (5–95%) 14–22, Q1–Q3 15–21; p=0.005]; b) a significant increase in the frequency of denial of the prese­nce of anxiety at the moment [Me=37, CI (5–95%) 33–42, Q1–Q3 34–43 vs Me=40, CI (5–95%) 36–44, Q1–Q3 39–44; p=0.044].

Conclusion. In 74% of the research participants who underwent training in virtual reality conditions on the XR-Body simulator before examining a standardized patient, state anxiety statistically significantly decreased, with 68% of the study participants demonstrating a decrease in the state anxiety index by more than 5 points.

After training on the XR-Body simulator, the study participants statistically significantly more often assessed their own current state as stable and calm; all study participants after working on the simulator had a more confident assessment of their condition as calm and positive of up to 30%.

Study participants, after training in virtual reality conditions on the cases of the XR-Body simulator, statistically significantly more often denied the presence of an anxious state, with a positive shift of up to 15% from the initial value.

Training in emergency care is the most important area of training for future specialists, as the patient’s life depends on timely and competent actions. Modern medical education requires not only theoretical knowledge, but also developed practical skills and the ability to work in a team. Simulation technologies and team competitions contribute to the development of professional and flexible skills, including clinical thinking and stress resistance. Since 2017, the Karaganda Medical University has been holding the “Territory of emergency conditions” competition for 1^st–3^rd year residents, which aims to assess and strengthen their knowledge, practical skills, and team competencies in emergency situations. The competition involves the development of clinical scenarios, the execution of tasks at simulation stations, and debriefing, providing a realistic simulation of critical cases.

The aim of the study is to assess the sustainable knowledge and skills in emergency care through the contest “Territory of emergency conditions” and soft skills in residents of various specialties.

Material and methods. The study determined the cognitive, psychomotor and affective components of the sustainability of knowledge and skills. An open survey was conducted among residents of the first, second, and third years of study in 35 specialties of residency programs. Quantitative and qualitative methods, including online questionnaires on the Google Forms platform, the evaluation of checklists based on the results of the competition, and the results of the debriefing after the competition were used.

The results of the study showed that participation in the «Territory of emergency conditions» competition had a positive effect on the formation of cognitive, psychomotor, and affective components of training among residents. There was a statistically significant increase in self-esteem of practical skills after working on simulation equipment (p<0.05). Most participants highly appreciated teamwork, as evidenced by an average TEAM score of 9.5 out of 12. Although only 25% of respondents felt completely confident, 80% were fully satisfied with the event. The data obtained confirm the effectiveness of the simulation competition format for developing clinical skills, leadership, and stress resistance in conditions that are close to real-life practice.

Conclusion. The “Territory of emergency conditions” competition is an effective format of simulation training that promotes the development of residents’ professional competencies and key soft skills in conditions that are close to clinical practice. This approach enhances confidence, motivation, and teamwork skills, making it a valuable element of postgraduate medical education programs.

Introduction. Medical workers with secondary vocational education, who, according to their professional functions, actively interact with patients, play an essential role in shaping the level of navigational medical literacy. In this regard, it is important to develop navigational medical literacy among students already at the stage of obtaining secondary professional medical education for its subsequent translation and use in practice when working with patients.

The aim of the study is to assess the level of navigation literacy among medical college students.

Material and methods. Based on data from a single-stage continuous online survey using a combined questionnaire developed by the Central Research Institute of Healthcare Organization and Informatization of the Ministry of Health of the Russian Federation among 214 students studying at a medical college aged 18–22, the navigation literacy index was calculated and a detailed analysis of the criteria for its formation was carried out.

Results. The study showed a high level of navigational medical literacy among future medical workers with an average professional education of 100 [82.8; 100]. However, students had difficulties planning the assessment of medical services (22.9%), assessing the cost of compulsory health insurance (23.8%), organizational aspects of the health system (17.6%) and the impact of reforms on the organization and quality of medical care (16.4%). Every fifth student experiences difficulties in understanding and interpreting the content of regulatory documents regulating the work of the healthcare system.

Conclusion. The established results of the formation of the level of navigation literacy among medical college students have determined the need to improve it in the course of their studies.

Introduction. Mentorship is becoming one of the key practices supporting the professional and personal development of students and young professionals worldwide. While alumni-based mentoring programs are successfully implemented in many international medical schools, this format has not yet gained systematic traction in the Russian medical education system.

Aim – to assess the impact of an alumni mentoring program at a medical faculty on the professional development, motivation, and psycho-emotional well-being of medical students, as well as to identify effective organizational models and success factors for implementing mentorship programs in medical education.

Material and methods. A prospective pilot study was conducted at the Faculty of Fundamental Medicine of the Medical Research and Educational Institute Lomonosov Moscow State University with the participation of 55 students and 14 alumni mentors. Students were divided into an intervention group (n=25; worked with a mentor) and a control group (n=30). The program included personalized mentor–mentee matching, structured training for both groups, and regular meetings over a 5-month period. Outcomes were evaluated using validated scales (HADS, PSS-10) and a specially developed questionnaire assessing professional and psycho-emotional experience.

Results. The mentoring program proved to be in high demand and received positive evaluations from participants: 82% of students with mentors rated their progress above 7 out of 10; 65% reported achieving their mentorship goals during the project, and 96% said they would recommend the program to their peers. Among mentors, 93% would recommend participation to colleagues, and 64% rated their mentees’ progress above 7 out of 10. In the intervention group, the proportion of students who felt adequately informed about professional growth opportunities increased fourfold, from 16 to 60.9% (p=0.004). No significant differences were found in the control group.

Conclusion. The implementation and piloting of a structured alumni mentoring program for medical students demonstrated high demand and significant potential to support students’ professional development. The findings support the feasibility and value of further development and broader adoption of alumni mentorship systems in Russian medical education.

Introduction. Mentorship is becoming one of the key practices supporting the professional and personal development of students and young professionals worldwide. While alumni-based mentoring programs are successfully implemented in many international medical schools, this format has not yet gained systematic traction in the Russian medical education system.

Aim – to assess the impact of an alumni mentoring program at a medical faculty on the professional development, motivation, and psycho-emotional well-being of medical students, as well as to identify effective organizational models and success factors for implementing mentorship programs in medical education.

Material and methods. A prospective pilot study was conducted at the Faculty of Fundamental Medicine of the Medical Research and Educational Institute Lomonosov Moscow State University with the participation of 55 students and 14 alumni mentors. Students were divided into an intervention group (n=25; worked with a mentor) and a control group (n=30). The program included personalized mentor–mentee matching, structured training for both groups, and regular meetings over a 5-month period. Outcomes were evaluated using validated scales (HADS, PSS-10) and a specially developed questionnaire assessing professional and psycho-emotional experience.

Results. The mentoring program proved to be in high demand and received positive evaluations from participants: 82% of students with mentors rated their progress above 7 out of 10; 65% reported achieving their mentorship goals during the project, and 96% said they would recommend the program to their peers. Among mentors, 93% would recommend participation to colleagues, and 64% rated their mentees’ progress above 7 out of 10. In the intervention group, the proportion of students who felt adequately informed about professional growth opportunities increased fourfold, from 16 to 60.9% (p=0.004). No significant differences were found in the control group.

Conclusion. The implementation and piloting of a structured alumni mentoring program for medical students demonstrated high demand and significant potential to support students’ professional development. The findings support the feasibility and value of further development and broader adoption of alumni mentorship systems in Russian medical education.

Relevance. The digital contour of childhood is a phenomenon of modern reality, a challenge for pedagogy and medicine. In the context of the digitalization of education, the transformation of child relations in the subject and social worlds, and the transformation of digital technologies into a tool of violence, the responsibility of parents, teachers, and doctors for the safe development of childhood is increasing. The problem of modernity is child-parent digital addiction, addictive behavior and incorrect orientations of adolescents, loss of parental authority, which cause devastating damage to the personality and psyche of the child. The involvement of pediatricians in solving the problem of preserving the health of the younger generation, the development of a set of measures to prevent «school diseases» in the context of digitalization of education, the education of a value-based attitude to health, health-saving skills among parents increases the importance of training specialists in pediatrics in higher medical schools, the formation of professional and pedagogical competencies of pediatricians.

The aim of the work is to study the competence of students of the pediatric faculty in matters aimed at preserving the phenomenon of childhood in the context of global digitalization.

Material and methods. Analytical, statistical and sociological research methods were used. To conduct the research, a search and analysis of publications on the stated problem was carried out, an author’s questionnaire was developed and tested, observation, problem-oriented, team and project-based training was organized. A one-stage study was conducted. The survey was conducted online using the Google Forms service. Closed-ended questions were used, suggesting the choice of the correct option from the suggested ones: «one from the list», «several from the list» and open-ended questions that need to be answered in text: «text» (line), «text» (paragraph). The questions are divided into three blocks: the features of the «digital generation»; the area of responsibility of the family, educational organization, and teachers for ensuring digital hygiene of students; and the development of a student project passport.

Results. 102 electronic questionnaires were received. From the point of view of pediatrics, all respondents (100%) state the occurrence of health problems in children and adolescents who are active Internet users. Future pediatricians demonstrate their willingness to solve the health problems of children and adolescents in the context of global digitalization. The introduction of modern educational technologies, forms and methods of the educational methodology «Service-learning» is considered on the example of the discipline «Self-education and pedagogy of cooperation». The approach proposed by the authors ensures the formation of universal and general professional competencies of future pediatricians, social responsibility, and readiness to solve strategic tasks of children’s healthcare.

Introduction. Residency training in the specialty 7R01124 «Family Medicine» is an important stage in the training of family doctors for practical health care.

Material and methods. The analysis of the educational program «Family Medicine,» developed on the basis of Order of the Ministry of Health of the Republic of Kazakhstan No. 4 «On approval of standard programs in medical and pharmaceutical specialties» dated 09.01.2023 and the professional standard «General medical practice/Family Medicine» Order No. 46 of the Ministry of Health of the Republic of Kazakhstan dated 25.01.2024.

Results. A non-profit joint-stock company «Medical University of Karaganda» has determined leading competencies for itself on the basis of the State Educational Institution «On Approval of State Generally Binding Standards for Levels of Education in the Field of Health» Order of the Ministry of Health of the Republic of Kazakhstan No. KP DSM-63 of 04.07.2022.

Conclusion. To form the competencies of a resident at the university, a lot of work is being done to create conditions for training residents at leading clinical bases according to the following principles: «at the bedside»/at patient appointments in the clinic, active visits at home, participation in screening and preventive examinations, in health schools, the Disease Management Program, universal progressive patronage service for young children and pregnant women, etc. An important focus is on active teaching methods. On the basis of the Center for Simulation and Educational Technologies, residents have the opportunity to improve their clinical and practical skills using mannequins and simulators of a high level of realism. One of the mechanisms for improving the educational program in the specialty «Family Medicine» is the self-assessment process within the framework of specialized accreditation. Participation in self-assessment of the faculty, residents, and other stakeholders allows us to strengthen the strengths of training; identify areas for improvement based on analysis and monitoring of all components of the educational program in the specialty «Family Medicine» in accordance with the requirements of specialized accreditation standards.

The article describes the use of artificial intelligence (AI)-based services by students of various specialties.

Materials and methods. A comparative cross-sectional study was conducted based on anonymous questionnaires of three groups of students: medicine (n=82), technical specialties (n=48) and humanitarian specialties (n=54). All participants were comparable in age (18–22 years) and academic performance. The survey was conducted using Google Forms and included questions about the frequency of AI use, the tools used, the purposes of use, and the assessment of the quality and impact of AI on learning by the students themselves. Statistical analysis was performed in MedCalc (v.20.218), the level of statistical significance was taken as p<0.005.

Results. It was found that AI tools have become an integral part of the educational process: they are used by more than 80% of respondents. At the same time, it is important to consider which AI services students use and for what purposes: electronic textbooks with a selection of individual tasks on less studied topics or text AI tools for generating essays and solving problems, which disrupts the process of independent thinking. The most popular tools in all groups were text AI services (ChatGPT, DeepSeek) and translators. Students of technical universities use AI more often to solve technical problems, humanities students use it for translations, and doctors use AI the least to complete assignments in their specialty. The more often students work with AI, the higher they rate its quality (ρ=0.479), but they also notice errors more often (ρ=0.226).

Conclusion. The identified features of AI use confirm the need to develop differentiated approaches to the integration of technologies that take into account both disciplinary specifics and the level of digital literacy. The main challenge of our time is not the very fact of using AI, but that this use is conscious, responsible and truly contributes to the professional development of students. This is what the evolution of educational practices should be aimed at in the context of digital transformation.

Modern challenges in healthcare and education require timely development of the faculty of medical universities in accordance with digital transformation and a competency-based approach. In this regard, it is important to create a system for assessing the deficit of professional competencies of teachers.

The aim of the study is to develop a system for assessing the deficit of competencies of the faculty of medical universities based on the definition of key professional roles and relevant competencies for the formation of targeted advanced training programs.

Material and methods. The work uses regulatory documents of the Russian Federation, domestic and foreign studies in the field of medical education and pedagogy, as well as methods of analysis, synthesis, modeling and expert assessment. A content analysis of regulatory acts was carried out, including Federal Law No. 273‑FZ, qualification reference books and orders of the Ministry of Education and Science and the Ministry of Health, as well as a comparative analysis of international models (AoME, CanMEDS, LCME, etc.).

The results showed the identification of 11 key categories of teacher activity and 12 professional roles. For each role, competencies are defined in the form of profiles with subcompetencies. Particular attention is paid to digital competence as universal for all roles. A multi-level model for diagnosing competency deficits has been developed using questionnaires, tests and checklists adapted for teachers with different experience and positions.

Conclusion. The developed system allows for objective identification of professional difficulties, formation of individual trajectories for advanced training and planning of target educational programs. The model can be implemented in educational organizations for strategic management of the quality of teaching staff in medical education.