The aim of the study was to improve the learning outcomes of laparorrhaphy by applying the medical simulator with an assessment of learnability of a new way of aponeurosis closure after laparotomy, which was developed for this study. Material and methods. A medical simulator for training the methodology of laparotomy wound closure has been developed whose design features make it possible to educate for techniques of laparorrhaphy in conditions close to clinical practice. For this, training was conducted on the method of aponeurosis closure after laparotomy on the proposed simulator with an assessment of its working capacity and effectiveness. The efficacy endpoint of the medical simulator usage was learning ability of the proposed method by assessing the time and quality of suturation.

Results. The degree of laparorrhaphy emerging technology learning depends on the trained doctor qualification.

Conclusion. The difficulties in the form of diastasis of the improvised wound edges, simulation of its depth and tension, as well as skill training of assessment of distance between sutures allows to use achieved skills and attainments in practice more confidently and efficiently.

In the course of implementation of the health care system reform, questions of healthcare delivery quality improvement, including an adequate, objective and independent estimation of qualification of medical specialists, are in focus of practitioners and theorists of medical education attention.

In the brief review base definitions, concepts and requirements for standardized patient (SP) as a key stage of the Objective Structured Clinical Examination (OSCE), which is close to optimal method of medical university graduate readiness for professional activity estimation are represented.

Questions of adequate selection and training of candidates for SP role and justifications for replacement of real patients to SP in the course of assessment of quality of medical university graduates training process are discussed. Advantages, limitations and problems of SP-technology implementation in OSCE structure in real educational practice of medical universities of the Russian Federation are considered.

In the present paper results of interactive teaching mode usage, brainstorm and academic polemic on "Propaedeutics of Internal Diseases" subject are represented. Interactive way of learning and brainstorm contributed to prime improvement of I (acquaintance) and II (copy) knowledge levels. At the same time knowledge that was gained by the aid of academic polemic training game was far more perfect and corresponded to III (knowledge-skill), or even IV (knowledge-creativity) levels. It is worthy of note that in the course of academic polemic educational and clinical game potential of analytical thinking grew much faster. This is an important and distinct advantage of the teaching mode.

The ways of occupational standards integration in system of training and accreditation of healthcare professionals and implementation of continuing medical education system in the «Disaster Medicine» discipline educative process are proposed. They include: necessity to ensure the training of health professionals of all specialties; taking into account competency-based approach in development of educational programs for various healthcare contingent; usage of modern regulatory and legal framework of public health services dispositions in course of disaster medicine academic learning; appliance of the methodology for development of medical institutions senior management organizability planning and managing ability in point of health care delivery to people affected by emergencies; compulsory simulation training in emergency medical care techniques; healthcare organizations task training in case of emergency situations in conditions of trauma subcenter real activity and its defense construction functioning; development of interactive educative modules for distant self-education in system of continuing medical education.

Professional parenting of students is a priority of higher-education teaching personnel of educational organizations when training medical personnel, achievement drive formation, compassion for patient care, readiness to make sacrifices and other desirable for physician characteristics in students. With help from historical, analytical, logical, monographic, statistical methods and questionnaire-based survey method in the I.M. Sechenov First Moscow State Medical University at the Department of public health and healthcare named after N.A. Semashko the experience of conducting classes with 32 students in the skills laboratory of "Healthcare leaders' factory" was generalized. It has been established that demonstration of biographies, contribution to medicine and Leadership Practices of distinguished healthcare predecessors to the students in course of lectures on the subject of "Leaders of Sechenov University" is an effective method of students' professional parenting.

Mainstreaming of digital technologies in practical medicine leads to reconsideration of different disciplines teaching methodologies for students, attending physicians and doctors. One of the trendsetting technologies is Whole side imaging (WSI). This technology is one of the main and promising methods of interdisciplinary telemedicine. WSI usage for teaching allows acquaint students with trending telemedicine in practice and to expand methodological possibilities of disciplines schooling.

In the article organizational and methodological and psychological-pedagogical problems of person-centered model in regard to physician's education and work are formulated, perspectives and their solutions are represented. The description of such a model on the basis of long-term experience of the departments of the A.I. Evdokimov Moscow State University of Medicine and Dentistry is given. The role of teaching methods and educational technologies, which are important for personal and career growth of future specialists and practitioners is represented. Possibilities and resources of this model in system of graduate medical education are considered.

The aim of the work was to conduct a pilot study of structural and dynamic characteristics of college professor's eye movements in the process of cognitive task solution (evaluation of students' knowledge maturity, alloting the academic numerical mark).

Methods. Eye movements were recorded monocularly using Gazepoint GP3 Eye Tracker (60 Hz). Functional Biofeedback biological feedback is a non-invasive, safe, relatively cheap method that objectifies findings of a study.

Results. Strategic differentiation of cognitive tasks solution was revealed: lecturers mainly adhere to the learning strategy. Cognitive task that faced lecturers meant evaluation of the paperwork on the taught discipline and this initially created installation on search for familiar stimuli for them. However, ignoring the features that are absent in practical experience can form stereotypical hypotheses and lead to decrease in efficiency of evaluation.

The ability to write a competitive research conference abstract is an important skill for medical educators. A compelling and concise abstract can convince peer-reviewers, conference selection committee members, and conference attendees that the research described therein is worthy for inclusion in the conference programme and/or for their attendance in the meeting. Guide of the Association for Medical Education in Europe (AMEE) is designed help medical educators write research conference abstracts that can achieve this outcome. To do so, this guide begins by examining the rhetorical context (i.e., the purpose, audience and structure) of research conference abstracts, and then moves on to describe the abstract selection processes common to many medical education conferences. Next, the guide provides theory-based information and concrete suggestions on how to write persuasively. Finally, the guide offers some writing tips and some proofreading techniques that all authors can use. By attending to the aspects of the research conference abstract addressed in this guide, we hope to help medical educators enhance this important text in their writing repertoire.

Practical health care places high demands on graduate students of medical universities. This necessitates the use of the most effective educational methods of future doctors. Existing pedagogical technologies in the educational process are quite diverse. Among them are modular and problem-based learning (cognitive and social), interactive methods, innovative technologies etc. In the article collective experience of teaching in the clinical Department is represented. The students opinion about the compliance of teaching with the principles of the Stanford model of teaching is studied. The efficiency of elective "Emergency care in cardiology" is analyzed. It is considered optimal to combine traditional and innovative pedagogical technologies that can meet strict requirements of modern higher medical education. The regular use of the conventional methods of evaluating effectiveness of the disciplines taught is necessary to evaluate the adequacy of the educational process in clinical departments.