Background. Communicative competence is an important component of a doctor’s professionalism and a mandatory requirement for the learning outcomes of medical graduates. However, the lack of a coherent approach to teaching communication skills at all levels of medical education in Russia is not able to provide sustainable results in preparing students for effective interaction and communication with patients.

The aim of the study – to identify barriers to implementing a coherent approach to teaching communication skills to medical students and justify steps to overcome them.

Methods. The study involved 47 people registered as participants in the round table «Models of Professional Communication in Clinical Practice», organized on the initiative of the all-Russian public organization «Russian Society for Simulation Education in Medicine» (ROSOMED), on March 17, 2022. The event was conducted online – survey of participants using a Google form to identify their attitude to the Agreed Approach and barriers to its implementation.

Results. It was revealed that the vast majority of respondents (93%) do not consider the quality of preparation of medical students to communicate with patients as satisfactory. They associate the solution of the problem with the development and implementation of a coordinated approach, which should become an alternative to the traditional disparate practices of teaching communication skills to medical students (98%). It has been established that the human barrier and the barrier associated with teaching experience are the main triggers on the way to the development and implementation of a consistent approach.

Conclusion. The positive attitude of the absolute majority of the round table participants to the justification and implementation of a coordinated approach in teaching and assessing the communication skills of medical students and doctors, their readiness and ability to actively participate in its development, an adequate assessment of real and potential barriers, mainly human ones, are important conditions in order to consistently solve such an important scientific and practical problem at this stage in the development of Russian medical education.

The article presents a theoretical analysis of the technologies of clinical situational training of medical university students and its application in practice. There are quite a lot of active and interactive teaching methods and technologies, but only some of them form professional competencies, therefore, the choice of the optimal technology for mastering practical skills in medical education of first-year students was carried out.

The chosen technology of a specific clinical situation requires the creation of a professional environment (situational class), a certain structure and methodological support of the lesson. Its impact was assessed based on the results of the control of mastering the skills of students with and without technology, both during classes and according to the evaluation statements of intermediate control of academic performance after practical training.

The overall academic performance of students in applying the technology of a specific clinical situation has increased (all grades according to the 5-point system are taken into account). Also, the qualitative indicator of mastering the discipline has increased (only the grades «excellent» and «good» are taken into account), the involvement of each student in performing medical manipulations. This training motivated students to take active actions, independence and immersed them in the professional environment from the first year.

The article considers the possibility of introducing elements of gamification into the educational process of a medical university. It is proposed to use lectures that allow students to focus on the important points of the material presented. The use of bonus materials made it possible to interest students in passing a control test based on lecture materials.

The article contains the results of a research project. The purpose of the study – based on the analysis of the specifics of the activities of forensic medical experts working at the scene together with specialists from other departments as part of the operational investigation team, to identify skills and abilities, necessary for forensic medical experts to work effectively in an interdepartmental «team» and justification for inclusion in the programs of additional professional education of advanced training of forensic medical experts in communication skills and teamwork using modern educational technologies and active teaching methods.

Among the specialties of the humanities and natural sciences, medical education is considered the most prestigious and socially significant. At the same time, among all medical specialties, there is the highest demand for training in dental specialties, this is due to both the high level of income of graduates and the demand for specialists in the labor market. The cost of training in dental programs is high, training is long and laborious, and the stakes in the treatment of patients are high, therefore, in order to reduce the risks of professional burnout and further insolvency as a specialist, one should be more careful in the professional selection of candidates for training. In addition to the standard results of final exams after general education and the results of accreditation after a specialist degree, assessment of professional suitability and career guidance should be introduced for admission to dental universities.

The modern system of training medical specialists requires the development of scientific approaches to teaching, taking into account the formation of a high level of student motivation.

The aim is to identify and evaluate the factors that have the maximum impact on the motivation of students of the Dental faculty.

Material and methods. The 220 students of the Dental faculty of Kursk State Medical University took part in this investigation. Monitoring of the initial level of motivation and identification of the basic criteria that affect the organization of the educational process was carried out by the method of a sociological survey. Students answered questions in google form. Expert assessment teachers of dental departments carried out the components of the motivation system.

Results. Statistical processing revealed the main motivational factors a deep theoretical base of students, maintaining a rating assessment, participation in extracurricular work. An important component of the motivational system for students of the both forms education (73–75%) was the professionalism of the teacher, his high level of competence, and the ability to interest the discipline. The vast majority (95% of the students of the first group and 97% of the students of the second group) noted the importance of creating a favorable psychological climate.

Conclusion. The calculated indicators of the study allow us to adapt the methods of activity of teachers of the dental profile, to develop an individual approach to the learning process and gaining knowledge.

The paper presents the results of the implementation of the “flipped classroom” approach with the elements of project activity among the 1^st‑6^th year students. Results were assessed by online questionnaire of students and teachers. The results of learning with this approach were highly evaluated by both students and teachers: students mastered the discipline better, interacted more actively with each other and with the teacher, which had a positive impact on their level of communication skills, and also increased their level of mastery in project preparation, which is important for the involvement of students in scientific activity in the future. According to the survey results, 75.3% of the students and 81.8% of the teachers would like to continue the “flipped classroom” format of classes.

The experience of collaboration between the genomics department of commercial Medical Laboratory LTD «CL Medical Group» (Krasnodar) and the Regional Center «Polaris-Adygeya» (Maykop) in educational program «Genetics, genomics, personalized and prognostic medicine» implementation is described. The educational programs are described. The research results are presented. Our experience shows the possibility of successful interaction between commercial and state organizations during both pedagogical process and competent specialists training.

The article analyzes the experience of conducting practical classes in microbiology at a medical university in a distance learning format. The problems in the organization of independent work and methods of monitoring the performance of tasks and the assimilation of material by students studying remotely are revealed. Possible approaches for their solution are presented: modification of the curriculum, development and introduction into the educational process of appropriate methods of conveying information and methods of objective assessment of tasks performed by students remotely.