Virtual patients (VPs) offer opportunities for repeated practice in clinical communication. However, a system’s ability to sustain a dialogue, its effects on learning and the validity of automated assessment are separate questions that require separate evidence.

This review compares findings on specific communication skills and proposes approaches to teaching and assessment with VPs. The initial literature selection for this narrative methodological review was supplemented by a targeted PubMed search on 13 September 2026 and checks of primary publications. Learning outcomes, transfer to new settings, feasibility in education and the validity of score interpretations were examined separately. Controlled studies have found both benefits and no statistically significant differences. Interpretation depends on the learning task, comparator and assessment process. Some studies examined three-month retention or vaccination-related outcomes in clinical practice. These findings do not establish that VPs are superior in all settings or improve patient health. Close agreement between an automated total score and expert ratings does not establish equally accurate assessment of individual communication skills. We propose linking learning objectives to observable behaviour and feedback, assessing communication and clinical safety separately, gradually increasing task complexity and independently assessing outcomes. Direct VP evidence is distinguished from indirect educational evidence and the authors’ proposals. VPs may expand opportunities for practice and feedback during learning. Using an automated score as the sole basis for decisions with substantial consequences for learners’ education and professional progression requires stronger justification.

Background. Radiation protection competence is relevant to future physicians across clinical specialties because decisions on the justification of ionizing-radiation examinations, reduction of patient exposure, and protection of healthcare personnel arise throughout clinical care. Teaching formats that actively engage students may facilitate the practical application of these principles.

Aim – to determine short-term changes in medical students' knowledge of radiation protection for patients and healthcare personnel by paired comparison of test performance before and after an interactive thematic round-table session.

Material and methods. This was a single-center prospective one-group quasi-experimental study with a pre-post design. 22 3rd-year students from the Pediatrics program at Karaganda Medical University participated. The educational intervention was a 120-minute round-table session on radiation protection that combined student presentations, teacher-moderated discussion, and analysis of practice-oriented scenarios. Knowledge was measured with a 12-item author-developed single-best-answer test whose content was reviewed by three experts. Testing was performed immediately before and after the session; the order of questions and response options was modified in the post-test. Anonymous individual codes were used to match paired observations. The Wilcoxon signed-rank test was applied for the primary comparison, with p<0.05 considered statistically significant.

Results. The median total score rose from 8/12 before the session to 12/12 afterwards. Correct responses increased from 186/264 (70.5%) to 255/264 (96.6%). Scores improved in 19 of 22 students (86.4%), were unchanged in 2 (9.1%), and decreased in 1 (4.5%). The paired pre-post difference was statistically significant (p<0.001). The greatest gains were observed for items addressing justification of medical exposure, optimization of radiation protection, core occupational protection measures, and selection of imaging protocols for children.

Conclusion. Students demonstrated a statistically significant short-term improvement in radiation protection test performance immediately after the interactive round-table session. The findings support further evaluation of this format in undergraduate medical education; however, the small sample, absence of a control group, and immediate post-intervention assessment warrant confirmation in larger controlled studies with delayed follow-up.

The introduction of telemedicine and wearable devices (IoMT) requires technological competencies from doctors. In Russian medical education, the technological basis of telemedicine remains beyond the scope of systematic training. The discipline "Medical Informatics" (I–II courses) has the potential to form these competencies, but its content has not been analyzed from this point of view. The purpose of the work is to substantiate the need to include the technological basis of telemedicine in the content of the discipline "Medical Informatics" and to offer recommendations on the formation of appropriate competencies.

Material and methods. A comparative analysis of 33 work programs in medical informatics, 12 educational publications, as well as a survey of 296 1st-year students (average age 18.6 years) was conducted. The methods of registration, ranking and percentage distribution were used.

Results. In 91% of the programs, medical informatics is taught in I–II courses. The content is dominated by legal (79%), historical (61%) and distance education (85%) aspects. Telemedicine technology is considered in only 39% of programs. Not a single program contains a description of the technology stack. The survey revealed that students successfully solve problems in a familiar context (97–99%), worse in a professional context (61–77%). 11–19% can name telemedicine technologies, 8–17% know where they are used, and 3–5% understand how they work. The data is consistent with the research of medical practitioners’ competencies: 94% confidently use devices, but 57% use professional tools, 42% cannot define telemedicine consultation.

Conclusion. A module consisting of four sections is proposed: the structure of the telemedicine project, the functionality of the platform, the technology stack and an end-to-end clinical scenario. The module complies with the Federal State Educational Standard and the Professional standard. Testing and evaluation of effectiveness are required.

The experience of teaching with elements of emphasis on the formulation of a clinical diagnosis as part of the cycles "Traumatology and orthopedics" and "Polyclinic therapy" is presented to students studying in the specialty 31.05.01 "Medical science". The proposed teaching system in the IX–XII semesters of study at the medical institute promotes the conscious formation of PC-4 "Capable of recognizing and providing medical care in emergency or emergency forms in conditions that threaten the patient's life, including clinical death (stopping vital functions of the human body (blood circulation and/or respiration)", GPC-4 "He is able to use medical devices provided for by the procedure for providing medical care, and also to conduct an examination of the patient in order to establish a diagnosis" and the formation of professional competencies within the framework of professional standards "orthopedic traumatologist" and "medical doctor (district internist)". Because of training in correct diagnosis, the number of students who assessed their competencies in terms of the ability to formulate a clinical diagnosis decreased by 1–2 points – by 12%, by 3 points – by 37%, and the number of students who assessed their competencies increased by 4 points – by 36%, by 5 points – by 13%.

Background. Obstetric and gynecological care plays a key role in ensuring women's health, affecting the quality of life and well-being of entire generations. However, in recent years, there has been an alarming shortage of specialists in this field, which threatens the availability and quality of this type of assistance. The profession of an obstetrician-gynecologist is multifaceted and complex, due to the fact that it involves a large psycho-emotional burden, high responsibility for the life of not only a woman, but also her child, and requires the ability to work in conditions of limited time for decision-making.

Aim. To give a description of the social portrait of an obstetrician-gynecologist based on the results of a survey of future specialists in this field.

Objective. The study is descriptive and based on questionnaires. The research material was data from a sociological survey conducted in 2024 in a sample of 4–6-year students attending a student circle at the Department of Obstetrics and Gynecology, Medical Genetics of the Ivanovo State Medical University of the Ministry of Health of the Russian Federation, as well as 1–2-year residents studying at the clinical base of the Ivanovo Scientific Research Institute of Maternity and Childhood named after V.N. Gorodkov, Ministry of Health of the Russian Federation. The statistical processing included data from 56 questionnaires. The questionnaire was designed as a Google form based on existing literature on the subject, and it included 30 questions divided into thematic blocks: socio-demographic characteristics, work motivation and compensation, personnel issues and socialization of young professionals, deontology issues, and the prestige of the profession. The results were processed using the STATISTICA 10.0 statistical software.

Results. The key factors in choosing a profession were: interest in the discipline (91.1%, 51 people), the possibility of self-realization (64.3%, 36 people), as well as the prestige of the profession and the respect of society (39.3%, 22 people). Future obstetrician-gynecologists are actively engaged in self-education: they read additional specialized literature (98.2%, 55 people), and most often use online sources (75%, 42 people) and webinars of popular doctors of this specialty (75%, 42 people). Almost every third respondent (37.5%, 21 people) works as a nurse in specialized obstetric and gynecological departments of hospitals, children's departments of maternity hospitals, and women's consultations. At the time of the survey, 33.9% of the respondents (19 people) did not work in medical institutions. Future doctors claim a high expected income: a salary of 70–100 thousand rubles (37.5%, 21 people) and above 150 thousand rubles (35.7%, 21 answers). As a rule, these respondents grew up in high-income families (32.1%, 18 people) or above-average incomes (30.4%, 17 people). Currently, the respondents rate their income as average (25%, 14 people) and below average (39.3%, 22 people).

Conclusion. The conducted research describes the image of the future obstetrician-gynecologist in the Ivanovo region through the eyes of students, draws attention to key issues related to the attitude to the profession. The information received makes it possible to improve the tools for training and further education of future specialists, to determine the prospects for the development of obstetrics and gynecology in our region.

The clinical focus of teaching biochemistry is important for students to develop an understanding of the applied role of fundamental disciplines in their future professional activities. One of the ways to increase student engagement is to use game formats based on solving diagnostic problems and interpreting laboratory parameters.

The aim of the study is to evaluate the changes in students' attitudes towards the study of biochemistry after conducting a diagnostic game with a clinical and biochemical focus.

Material and methods. An anonymous survey of students was conducted before and after the game session. The questionnaire included three questions rated on a 5-point scale, which reflected an interest in biochemistry, an opinion on the need to study the discipline for the future medical profession, and a subjective assessment of the assimilation of the material. The game session was based on the analysis of biochemical parameters of blood and urine in cases of carbohydrate metabolism disorders. The students interpreted laboratory data, performed individual qualitative reactions, and formulated a diagnostic conclusion. The Mann–Whitney test was used to compare independent samples.

Results. After the game, the average score of interest in biochemistry increased from 4.53±0.78 to 4.78±0.56 points (p=0.030). The assessment of the need to study biochemistry remained high: 4.85±0.49 before the game and 4.91±0.34 after the game (p=0.426). The most pronounced changes were noted in the subjective assessment of material assimilation: the average score increased from 4.01±1.01 to 4.64±0.67 (p<0.001).

Conclusion. The diagnostic game with a clinical and biochemical orientation can be considered as a promising element of practical training in biochemistry, contributing to an increase in students' interest and a higher subjective assessment of the assimilation of the material.

This article examines the career choice strategies of senior medical students. The sample consisted of 321 sixth-year students from the faculties of general medicine, pediatrics, and dentistry at the Izhevsk State Medical University (70.4% women, 29.6% men; average age 25 years). Preliminary strategies of professional choice are proposed: operational, deferred choice strategy, commercial, adaptive. The authors particularly focus on the problem of student attrition from their core specialty in the pediatric faculty. The findings will be of interest to physicians, psychologists, students, and faculty of medical schools.

The personal beliefs of first year medical students are a key determinant of the meaning of their academic activities and, subsequently, of their future professional work as physicians. Meaning making can be regarded as a dynamic and multifaceted process, which should be taken into account when organizing psychological and pedagogical support and university instruction.

The article presents the results of a three-year dynamic analysis (2023–2025) of the results of primary and primary specialized accreditation of medical personnel conducted at the Accreditation and Simulation Center of Tula State University. The aim of the study was to compare the effectiveness of two key accreditation procedures and identify the factors that influence their success.

Material and methods. The study used data from 599 applications for primary accreditation in the field of medicine and 983 applications for primary specialized accreditation of graduates of residency programs and professional retraining programs. The study used descriptive statistics methods with calculation of confidence intervals using the Wilson method and the χ-square test for comparing proportions.

Results. The total cumulative success rate over a three-year period was 94.7% for primary accreditation and 94.1% for primary specialized accreditation, indicating a high and stable system efficiency. It has been established that the main professional filter for graduates is the second stage of primary accreditation, while for practicing specialists, the greatest difficulties are associated with the first stage of specialized accreditation. The problem of organizational absenteeism, which accounts for more than a third of all failures in passing the initial specialized accreditation, has been identified and quantified separately. Special attention is paid to the analysis of the success of graduates from other universities, where there has been a significant improvement in performance: the risk of failure during initial accreditation has decreased from 26.7% in 2024 to 6.5% in 2025. The study results demonstrate the high efficiency of the accreditation system in its current format and at the same time point to specific management reserves. The key area for further improvement is the optimization of the organizational and logistical aspects of the process, particularly the development of measures to reduce absenteeism.

The aim of the study was to develop and substantiate an organizational and pedagogical model of an industry-integrated department of advanced pharmaceutical technologies focused on training personnel for industrial pharmacy, pharmaceutical biotechnology, translational research and technology transfer.

Material and methods. The study was designed as an analytical single-case organizational study. At this stage, the model is not presented as an already validated system; its expected effects are interpreted as hypotheses to be tested during implementation and longitudinal monitoring. The material included strategic provisions for the development of a new department established on September 1, 2025, data on its human resources, educational and infrastructural profile, and regulatory and scientific sources on pharmaceutical education, pharmaceutical quality management, digital competencies and research-production integration. Content analysis, system analysis, synthesis, induction, deduction, competency modelling, comparative analysis and risk-oriented design were used.

Results. A model of the department as a product-competency platform was developed. It integrates educational programmes, continuing professional education, research and development, industrial partnerships, a talent pipeline and measurable management indicators. The proposed model was compared with advanced engineering schools, corporate educational centres, network educational programmes and sectoral competence centres. A monitoring framework was proposed, including educational, human-resource, scientific and technological, industrial, infrastructural, financial and managerial indicators. The expected effects – development of a talent pipeline, increased sustainability of personnel training, strengthened technology transfer and expanded industrial feedback – are formulated as projected outcomes requiring confirmation through practical implementation. The practical value of the study lies in the possibility of using the proposed model for designing departments, laboratories and educational tracks in medical and pharmaceutical universities training personnel for high-technology industries.

This article provides an example of designing an integrated residency program in the specialty 31.08.03 "Toxicology" with an in-depth study of anesthesiology, resuscitation, and intensive care, which will allow graduates to pursue professional retraining in the specialty 31.08.02 "Anesthesiology and Resuscitation". The presented residency program can become a model project for the 31.08.03 "Toxicology" specialty for all medical universities in the Russian Federation when designing educational programs in order to increase their competitiveness and attractiveness for applicants and employers.

The article examines the scientific component within the system of secondary vocational medical education using the case of the L.A. Tarasevich Pridnestrovian State Medical College. The study aimed to identify the characteristics of how the scientific component is perceived and interpreted by teachers and students, as well as to analyze the gaps between teachers’ expectations and students’ self-assessments. The methodological framework included comparative survey analysis, thematic coding of open-ended responses, and the “expectation–reality” model. The study involved teachers and administrative staff of the college (n=13) and second-year students (n=93). The findings demonstrate that teachers primarily associate the scientific component with evidence-based medicine, the development of clinical thinking, and the use of up-to-date scientific sources, whereas students perceive it mainly through explanations of clinical processes and the analysis of practical cases. A significant discrepancy was identified in the assessment of students’ interest in scientific activity: teachers tend to underestimate students’ level of interest despite the high rate of declared interest among students themselves. At the same time, the main barriers to participation in scientific activities are structural in nature and are related to heavy academic workload and limited time. Special attention is given to the reflective stage of the study, which included discussion of the findings within an expert-analytical club. The discussion contributed to teachers’ reconsideration of the role of the scientific component and highlighted the need to institutionalize existing practices of evidence-based analysis and clinical reasoning. The study concludes that the scientific component is in fact integrated into the educational process of secondary vocational education, although it often remains implicit and insufficiently recognized by participants in the educational interaction. The research is of particular relevance to the system of secondary medical education as an attempt to describe the phenomenon of “implicit science” within the context of professional training.

The article examines the role of physics in medical education as the basis of clinical thinking, understanding of physiological processes, diagnostic methods and therapeutic technologies. It is shown that the historical connection between medicine and physics was not accidental: the development of physiological optics, acoustics of hearing, hemodynamics, electrophysiology, calorimetry and medical measuring technology took place with the active participation of doctors and physiologists who possessed a physical way of thinking. Using the examples of L. Galvani, J.-L.-M. Poiseuille, J. R. Mayer, G. Helmholtz, A. Fick, V. Einthoven, A. Gullstrand and others, physical models have historically been used to describe body functions such as blood flow, neuromuscular activity, vision, hearing, and energy metabolism. The necessity of clinically oriented teaching of physics in a medical university through models of pressure, flow, resistance, diffusion, bioelectric signal, wave, image, dose and energy is substantiated. A methodological scheme for linking the main sections of physics with the professional tasks of a doctor is proposed.