Introduction. The problem of irrational drug prescribing requires new approaches to diagnosing its causes, which lie in the structure of clinical and pharmacological reasoning. The aim of this study was to develop and validate, using multivariate statistical analysis, a model for stratifying competency profiles to create differentiated educational pathways.

Material and methods. A series of cross-sectional studies involving physicians and medical students (n=3927) was conducted using validated questionnaires on patient management and pharmacotherapy of arterial hypertension (AH), bronchial asthma (BA), chronic obstructive pulmonary disease (COPD), community-acquired pneumonia (CAP), and antimicrobial therapy (AMT). A two-step cluster analysis (hierarchical method + k-means) was applied, followed by validation with discriminant analysis and assessment of the internal knowledge structure using correlation analysis (Spearman's ρ).

Results. A highly accurate (92.5–95.9%) model of six universal competency profiles was validated: "Systemic" ("Integrative"), "Dissociated", "Algorithmic", "Rigid", "Contradictory," and "Insufficient". Correlation analysis revealed stable "pharmacotherapeutic clusters" of knowledge. A key identified problem is the "clinical-pharmacological gap".

Conclusion. The identified profiles represent systemic thinking defects rather than random knowledge gaps. A concept for targeted educational interventions has been developed. The comprehensive methodology provides an effective tool for assessing and subsequently optimizing specialists' competencies, with a focus on improving pharmacotherapy.

Teaching communication skills to future doctors (CS) is a new scientific and practical task of medical education. Its results are determined not only by a set of external conditions (information, material and technical, pedagogical), but also by such personal characteristics of students as self-esteem and locus of control.

The aim of the study is to identify the relationship between the levels of self-esteem and types of locus of control of residents with the professional self-esteem of CS during training.

Sample. The study involved 151 first-year residents of the Northern State Medical University, including 44 men and 107 women, whose average age was 24.0±2,00 years.

Methods. We used the Gap-Kalamazoo method adapted and validated by us for self-assessment of CS, the method of E.F. Zeer for determining the types of locus of control, and the method of S.V. Kovalev for determining the level of general self-esteem. The questionnaires were filled out using Google forms.

Results. It was revealed that individuals with an average (typical) level of adequacy of self-assessment prevailed in the internals group, and those with a low level of self-assessment in the externals group. Differences in the frequencies of different levels of self-assessment, as well as types of locus of control in female and male respondents were statistically insignificant. It was found that training of CS leads to a predominant decrease in high and an increase in low self-assessments, to a decrease in the dispersion of self-assessments. Taking into account the stable changes in the parameters of group self-assessments after training (means and dispersions) that we identified makes it possible to confirm the relationship between the self-assessment, the type of locus of control and training.

Conclusion. Self-assessment and locus of control of students are psychological factors that influence the professional self-assessment of CS during training. The inclusion of professional self-assessment in the training programs at a medical university will allow, taking into account the type of locus of control, to implement a personality-oriented approach and improve the quality of training in practical skills that ensure effective professional communication in medical practice.

Background. Artificial intelligence (AI) is becoming a significant driver of transformation in medical education, enabling personalized learning, the development of simulation technologies, and the automation of knowledge assessment. However, its implementation is accompanied by methodological, ethical, and organizational challenges, as well as a lack of empirical data and heterogeneity of research outcomes.

The aim is to analyze the application of artificial intelligence technologies in medical education and to identify factors influencing their implementation in the educational process.

Material and methods. A narrative literature review with a systematic search (PRISMA) was conducted using the PubMed and ERIC databases. Additionally, a survey of 87 academic staff members from 68 departments of Pirogov Russian National Research Medical University was conducted. Cluster analysis and multinomial logistic regression were applied.

Results. Three clusters reflecting different strategies of attitudes toward AI were identified: active use, potential use, and limited acceptance. Despite a comparable level of perceived barriers, differences between the groups were determined by the level of readiness and underlying attitudes. The key predictor of readiness for implementation was the presence of an articulated request for support (OR >4.88), whereas recognition of the inevitability of AI was not associated with its practical application. Skepticism and fear did not act as independent barriers but reflected deeper professional attitudes.

Conclusion. The implementation of AI in medical education is determined not only by technological capabilities but also by the structure of professional attitudes among faculty and the availability of institutional support. The findings indicate the need for targeted strategies for AI integration, taking into account typological differences and aimed at preserving clinical reasoning and professional identity.

In order to assess the students' satisfaction with the results of their practice in acquiring primary professional skills and competencies in the pediatric field (care for sick children and adolescents in the therapeutic field), a questionnaire was conducted among first-year students. During the survey, the structure and content of the program, the volume, the material and technical and educational and methodological support, the clinical base, and the quality of teaching were evaluated. Statistical processing was performed by calculating absolute and relative indicators, 95% confidence intervals, and a Student's t-test; a content analysis of open responses was carried out with the allocation of the main thematic clusters.

The survey revealed a high level of overall students' satisfaction with organization of their internship, content of training program, quality of teaching, and clinical facilities. We revealed the heterogeneity of expectations and needs of different groups of students, which depended on their initial level of preparation and background. Students with pre-professional training (medical class) and secondary professional medical education demonstrated higher expectations regarding the content, scope, and logistical support of their internship, resulting in a higher proportion of partial satisfaction and requests for strengthening the practice-oriented component. The most significant areas for improvement included the necessity of increasing the volume of practical work, updating and expanding simulation equipment, optimizing the schedule and logistics, and developing modern forms of educational and methodological support (media content, educational videos).

Background. A contemporary approach to medical education emphasizes the cultivation of patient-centered and socially aware physicians who possess strong communication skills and a robust ethical framework. Service-learning model curricula, particularly those involving clinical work with elderly and geriatric patients, are increasingly pertinent given the projected rise in overall life expectancy.

The aim – to develop, implement, and evaluate the outcomes of a training project for senior-year medical students in the Faculty of General Medicine during their “Clinical clerkship: Assistant of a Primary Care Physician” course, utilizing a service-learning model focused on delivering home-based care in community-dwelling older adults with limited mobility.

Material and methods. A cross-sectional study was conducted at outpatient clinic No. 2 of the City Clinical Hospital No. 18 named after Professor K.S. Zyayatdinov affiliated with the Department of Primary Care and General Practice of Kazan State Medical University. The study, integrated into the “Clinical clerkship: Assistant of a Primary Care Physician” program, focused on developing and evaluating the effectiveness of a practical training model for students involving home-based care for patients with limited mobility. A working group was formed, comprising department faculty, healthcare workers from the polyclinic, and 5^th-year students from the Faculty of General Medicine. The group developed protocols, standardized patient assessment forms, and compiled lists of eligible community-dwelling older adults with limited mobility. Data were entered into a Microsoft Excel and analyzed using IBM SPSS Statistics 27 software. Categorical variables are expressed as absolute numbers (n) and their corresponding percentages (%). Continuous variables are presented using the median (Me) with interquartile range [IQR: 25–75]. Qualitative interviewing of students was conducted to assess the effectiveness of the practice.

Results. Over the course of the academic year, three student groups provided home-based care to 82 community-dwelling older adults with limited mobility. The cohort comprised 35.4% men and 64.6% women, with a median age of 80 years [IQR: 64–102 years]. A structured workflow for student interaction with other members of the working group was successfully implemented. Following each home visit, outcomes were discussed in team debriefings attended by supervising faculty and the patient’s primary care physician. These results were subsequently documented in both the unified state health information system and a dedicated database of community-dwelling older adults with limited mobility. Based on these discussions, individualized patient management plans were developed. The educational program integrated reflective practice at all stages. This structured reflection spanned from preliminary preparation through post-visit debriefings with faculty and clinical staff. Debriefings focused on formulating patient management plans, analyzing the social support, and processing students’ own emotional experiences. In subsequent interviews, all participating students (100%) evaluated this training model positively. They highlighted its practical value, its role in enhancing communicative competencies, and the deeper understanding it provided of the social dimensions of patient care.

Conclusion. The presented experience of implementing the clinical practice program providing home-based care in community-dwelling older adults with limited mobility shows the possibilities of a more holistic perception by students of the system of medical and social care for elderly and senile citizens and the potential ability to form a professional identity, understand the specifics of geriatric care, and develop soft skills (communication, teamwork skills, leadership), social responsibility, empathy. The presented experience of organizing clinical practice demonstrates the promise of combining the educational process with real assistance to community-dwelling older adults with limited mobility.

Dietary nutrition is an important component of patient treatment. Following a diet reduces the burden on the affected organs, slows down the progression of the disease, prevents the development of complications, and improves the well-being and mood of patients.

The aim of the study – to present the methodology of conducting classes on therapeutic nutrition and feeding patients in the form of a business game, to compare the results of conducting classes in the form of a business game and in the traditional way at the end of the lesson and after eight weeks.

Material and methods. The study involved 60 2^nd year students of the Institute of Clinical Medicine. The main group consisted of 44 students who were taught using a business game. In the comparison group, which included 16 students, the lesson was conducted in the traditional form. The method of conducting classes using a business game is described and its pedagogical analysis is carried out. The learning material was monitored through testing at the end of the lesson and after eight weeks. In addition, the students' attitude to the lesson was assessed using an anonymous questionnaire compiled by us.

Results. The test results in the main and control groups did not differ at the end of the lesson, but after 8 weeks, the survival rate of knowledge in the group in which the lesson was conducted in the form of a business game was higher. When analyzing the questionnaires, it was found that the students of the main group rated their satisfaction with their work in the classroom higher than the students of the control group.

Conclusion. Conducting classes on therapeutic nutrition and patient feeding in the form of a business game helps to increase the survival rate of knowledge, increases students' satisfaction with their work in the classroom, and contributes to the formation of necessary competencies among students.

As the modernization of the medical education system in the Russian Federation is being discussed in the professional community, the question of possible differentiation in the forms of postgraduate training for dentists has arisen. This article analyzes the prerequisites, potential benefits, and risks of partially replacing residency with professional retraining programs. Based on an analysis of the regulatory framework and the authors' expert assessment, the conditions under which such changes could be considered are substantiated. The conclusions are debatable.