This article presents the results of a study on the assessment of professional communication skills in the procedure for primary specialized accreditation of healthcare professionals based on structured observation of video clips of the work of the communicative station «Collecting complaints and anamnesis».

Assessment is an important component of learning, its content determines what is most important in the curriculum and guides learning. For the successful implementation of any assessment activities, whether it is a current (formative) assessment or a final one, an exam, it is necessary to carefully plan it, consistently going through several stages.

With the knowledge of this guide, you will be able to master the first four stages of exam planning. As a result, the blueprint, or examination scheme, is being designed. The blueprint is a tabular specification that reflects the content and assessment tools that depend on the objectives, as well as weighting to determine the share of different topics and assessment domains in the exam.

The blueprint allows one to adequately evaluate the course content, to reflect the main goals and objectives of the course, to include the right material that needs to be studied, to determine the appropriate formats for knowledge, skills, and professionalism being assessed.

Blueprint can be used not only to build an exam, but also for other purposes. It informs students about the most important topics in the program and serves as a compass for them, facilitates learning by providing students with a framework or course outline, and conveys expectations from the training course to all stakeholders (students, other faculty members, and administration).

The ability of physicians to conduct research and effectively communicate research results, and scientific ideas in general, to diverse audiences is critical to both academic and non-academic careers. However, despite the growing need of medical students for courses or seminars on the processing and presentation of medical content, such programs are still few in number. In addition, there is no convincing evidence to support specific formats and content of courses that improve the skills necessary for medical professionals: critical thinking, logical thinking, communication, etc. In this work, modern educational programs on academic writing presented in the scientific literature, hosted in the PubMed database, were analyzed. As a result of the analysis, the main knowledge and skills necessary for the successful participation of medical students in the advancement of medical science are identified and listed, and the main considerations that are important to consider when drawing up educational programs are presented. There are also examples of such courses and seminars that are successfully held in medical institutes in different countries. The assessments, conclusions and suggestions made can give medical teachers an understanding of how to organize educational and clinical programs in a new way to improve search, reading, writing, editing and presentation skills, improve critical thinking and logical thinking abilities, as well as gain in-depth knowledge necessary for the effective evaluation and transmission of medical content.

A multilateral assessment of the communicative skills of students in a medical university is an important condition for the formation of communicative competence and increasing the objectivity of its assessment in the procedures for monitoring the quality of education. However, insufficient knowledge of the potential of such an assessment and the conditions for conducting it does not contribute to the widespread introduction of this assessment method in medical education.

The aim of the study is to identify the conditions for the implementation of a multilateral assessment of the communication skills of students in a medical university.

Material and methods. The multilateral assessment of communication skills was attended by 2 experts, 35 graduates of the Faculty of Dentistry of the Northern State Medical University, one standardized patient, who, according to the methods adapted and validated by us, assessed the communication skills of the accredited after completing the task at the station «Explaining information to the patient» as part of the primary accreditation procedure specialists.

Results. It was established that the level of reliability of the questionnaire used for peer review and self-assessment of communication skills is excellent (α=0.97). It was determined that the levels of odds ratio indicators for different combinations of sources of assessments (experts) differ significantly. The expert dentist in almost all blocks of the questionnaire assessed the communication skills of the respondents more strictly compared to the assessments of the expert psychologist and self-assessments of the respondents. For the majority of respondents, an inadequately high self-assessment of communication skills was typical in a situation of explaining information to a patient. The standardized patient rated respondents more highly for interpersonal skills and lower for communication skills.

Conclusion. The use of standardized assessment tools, the participation of experts trained in assessment, students, as well as standardized patients, the availability of additional time and human resources are important conditions that ensure the introduction of multilateral assessment in the educational process of medical universities.

Modern solutions in the field of information and communication technologies, which are now widely used to solve the problems of Russian healthcare and medical care, qualitatively change approaches to the training of medical students and require the development of new competencies and skills in the use of IT and telemedicine technologies.

Material and methods. A pilot (search) study was conducted using a survey of students of Ryazan State Medical University (2022, n=128) and (2023, n=135) according to the author’s methodology (questionnaire) using GoogleForm, which made it possible to compare the results obtained over two periods.

Results. The analysis of the need to develop competencies in the application of new ICT solutions in medicine was carried out and the attitude of medical university students to the use of ICT in the provision of medical services, in general, and the attitude to TM, in particular, was studied. The majority of respondents are ready to give up part of routine operations to information technologies in medicine, for example, pre-appointment, discharge of certificates and sick leave, holding teleconferences. Moreover, the students pointed out the latter opportunity as a means of obtaining new and in-demand competencies for training, consulting and obtaining knowledge. In 2023, more than half of those who agree to «initial consultations» with the use of TM technologies became.

Discussion. The rapid penetration of IT into healthcare not only as an auxiliary tool, but also at the level of decision-making systems (diagnosis) using artificial intelligence requires a qualitative change in the process of training medical personnel. The answers received in the analyzed survey showed that a significant number of students surveyed «Positively» assess the possibility of using IT and TM in providing medical care. Active re-equipment and changes in the work regulations (electronic doctor’s appointment, electronic queue, electronic sick lists, prescriptions, test results, etc.) of primary and secondary health care units require a change in the training formats of future medical specialists.

Conclusion. In the future, it is necessary to implement a full-scale study on the attitude and perception of the modern generation of «new realities» in the field of medicine and IT, which are associated with improving the quality and efficiency of medical care, in the formation of new knowledge among specialists in medicine, creating in-demand areas of training and solving strategic tasks for the development of Russian society.

The article analyzes the role of the student scientific club in the professional training of students in a medical university. The attitude of students who study at Orenburg State Medical University (OrSMU) to research activities and the level of their active participation were studied. The analysis of the survey results revealed that students have a significant interest in working in the student scientific club. It is concluded that the student scientific club is an optimal and accessible platform for expanding the horizons of a future doctor, acquiring new practical and research skills, and realizing the student’s personal and scientific potential. Research activity is an important factor in improving the quality of medical training. It is of great importance in the context of increasing requirements for the level of training of specialists in modern society.

The article reveals the goals, tasks, scenario of a didactic game that develops the clinical thinking of students at a medical university. The advantages and disadvantages of the game, its features, novelty are highlighted. The results of testing the game in the educational process of the military medical academy are given. The article was written with the aim of methodically testing the presented game in the intellectual environment of the pedagogical community. Based on the results of several games, it is concluded that this form of interactive context-simulation training is effective – time of formation of individual clinical skills is halved.

The aim of the article is to disseminate the experience of using the didactic simulation-modeling game «Clinical Thinking» in the educational process of clinical departments.

The article presents the results of a sociological study of medical students’ attitudes towards the curriculum of medical training. The study was conducted among the students of Volga Medical Research University (PMRU) using an online survey.

The aim of the study was to identify the attitudes of different typological groups of medical students toward the physician training program.

The study showed that the attitude of medical students to the curriculum is diverse and depends on a number of factors: first, the course of study, faculty and gender; second, the nature and content of future professional activity in various branches of medicine; third, the tasks, conditions and opportunities of training specialists in a medical university.

In the medical students’ training program, there were disciplines about which the survey participants were not only in favor of reducing the number of hours in these subjects, but even often proposed to exclude them from the doctor’s training program. Such disciplines include mathematics, physics, as well as philosophy and history. For subjects that carry the connotation of medical specificity, the attitude is somewhat milder, although even here the desire to be free of these subjects sometimes prevails over the desire to study them, as is the case with medical informatics, biophysics, and medical statistics. Based on the aggregate of different sets of subjects that different groups of students think should be retained or excluded from the physician training program, we obtained 4 types of approaches – clinical, hygienic, general scientific, and natural science. Each of these types contains a different set of preferred and rejected subjects.

Shared decision–making is one of the criteria for the quality of medical care abroad. Professional patients’ coaching by healthcare specialists allows to increase patients’ engagement, commitment and treatment satisfaction. Training programs for «patient mentors» are included in residency courses and additional professional education abroad. At the moment, there are no such programs in Russia, as well as the practice of shared decision-making.

The aim – to analyze educational programs, evaluate methodological approaches, develop a program of additional professional education, adapting it to Russian practice.

Material and methods. Historical method, analysis of foreign standards and protocols, content analysis of literature in PubMed. Based on the synthesis of information, foreign practices, key provisions of the educational program were developed. The professional standard «nursing» was used as a base.

Results. There are four models of decision-making coaching guidelines. The results of educational coaching programs can be evaluated indirectly by patients’ engagement, increasing their level of responsibility. Nursing staff are preferable as a patient coacher as it helps to increase their social status and reduce the burden on a doctor. Mandatory blocks of all programs are: patient’s narratives, study of models of decision-making, development of communication skills, principles of familiarizing patients with the evidence-based approach in medicine, assessment of patients’ willingness to participate in the choice of a treatment method, use of decision support tools.

Conclusion. The training of «patient mentors» is a new vector for the development of continuous nursing education. The approach of shared decision-making on treatment is currently not implemented in Russian medical practice due to the lack of standards. The development of a program of additional professional education for secondary medical stuff makes it possible to take the first step towards patient-centered approaches of “doctor–patient” interaction.

The development of the cardiology Olympiad movement in the Almazov NMRC presents in the description of the experience and methodological aspects of conducting the cardiology olympiads, with consideration of the formation of universal and general professional competencies. The description of the 4-year experience of conducting the cardiology olympiads (cardiology is the main specialty of the Almazov NMRC) presents detailed features of the participants, the conditions of competitive tasks, and the use of the resources of the simulation center for the implementation of scenarios of the dynamics of the one patient’s disease at different ages. The Olympiad tasks’ purpose was to stimulate the formation in future doctors of professional competencies, communication skills, ethical decision-making skills, psychological work skills, and skills of analysis of the received information with a retrospective assessment of mistakes.

Based on the analyzed experience of conducting cardiology olympiads, it was concluded that the aspects of the development of communication skills in future doctors, the ability to analyze what the patient said and predict the dynamics of the disease to reduce the risk of complications should be developed through creating professional medical olympiads. Competition between students from different medical universities allow future doctors to enter a competitive environment, evaluate their theoretical and practical readiness in a particular specialty, check their knowledge, and acquire new knowledge.