Medical Education and Professional Development

Background. Paramedics are required to be trained to work in emergency situations, but their initial level of readiness remains low. Short-term advanced training courses require effective adaptive pedagogical technologies.

Aim – to analyze the experience of using adaptive approaches in training paramedics to provide medical care in emergency situations and to evaluate their effectiveness.

Material and methods. A total of 216 paramedics completed an 18-hour advanced training course using adaptive technologies (initial questionnaire, daily feedback, cyclic lectures with case studies, video sprints, workbooks, simulations). Effectiveness was assessed by final survey (M±SD, 95% CI).

Results. Initially, 83.4% of trainees had no experience working in emergency situations; the lowest confidence was observed in radiation and chemical injuries (2.1–2.4 points). After training, the mean course rating was 4.97±0.16 points; 94.6% found the assignments useful; 91.9% rated the theory-practice balance as optimal. The most valuable topics were triage, emergency situations response organization, crush syndrome, and psychological preparedness.

Conclusion. Adaptive learning with continuous feedback demonstrated high trainee satisfaction and may be considered a promising strategy for advanced training of paramedics in disaster medicine. Further studies with control groups and long-term follow-up are needed to confirm its effectiveness.

Educational motivation attracts the attention of modern researchers due to the fact that the quality of training of potential specialists is determined by the level of development of this phenomenon, which is often a forecast of successful professional activity. The appeal of scientists of the Department of General and Applied Psychology with courses in biomedical disciplines and pedagogy of St. Petersburg State Pediatric Medical University to study the educational motivation of students in the 34.03.01 Nursing (Bachelor’s degree) training program is due to the fact that applicants often choose this direction without gaining the required number of passing points for medical or pediatric specialty faculties. They often demonstrate a lack of interest and motivation for the future professional activity of an academic nurse. The researchers set an aim: to identify the targets of possible correctional work with students aimed at developing motivation for learning activities. The objectives of the study included studying the motives of students’ educational activities and the motivation for their choice of a medical profession, measuring and evaluating their need to succeed in their future profession, and establishing correlations between the results of the study. The participants were 20 people (average age 19.3±1.2 years) who were qualified as an academic nurse. The respondents confirmed their participation in the testing with written consent. The package of methods included psychological tests: "Measuring the need for success among students" (E.A. Rylskaya, T.A. Kirdyashkina), "Methods for studying the motives of students’ educational activities" (modified by N.C. Badmaeva), "Motivation for choosing a medical profession" (modified by A.P. Vasilkova). The results of the study were calculated using the application package IBM SPSS Statistics 23. In describing the results of the study, a mathematical and statistical method was used to analyze the correlations between the studied parameters using the criterion H. Spearman’s. The results of the study partially confirmed the hypothetical assumption and served as the basis for the development of a bachelor’s professional education program.

The need for a specialized short course in chemistry to be included in the training program for residents majoring in forensic medicine is substantiated. The chemistry sections are selected based on actual professional tasks and the students' level of preparation.

The article examines the pedagogical potential of tuberculosis for in-depth study of human anatomy by students of medical and dental faculties. Based on the analysis of modern verified literature data (publications 2016–2025), it has been shown that tuberculosis infection demonstrates clear anatomical and topographic patterns – selective localization of primary affect in the lungs, pathways of lymphogenic and hematogenous dissemination, specifics of bone destruction in Pott's disease and extrapulmonary lesions. Special attention is paid to modern data on CT semiotics of drug-resistant forms, as well as rare manifestations of tuberculosis in the maxillofacial region. Specific forms of practical exercises using CT imaging are proposed to integrate the topic into the educational process of the Department of Anatomy. Alternative clinical and anatomical models (HIV infection, syphilis, sepsis) and modern educational technologies (virtual reality, 3D printing, interactive CT atlases) are discussed.

Background. Entrance assessment at a medical university may serve not only an evaluative but also a diagnostic function, enabling the identification of heterogeneity in students’ baseline preparation and of learners who may require early pedagogical support. For the discipline of Physics, this task is particularly relevant in the first year, since differences in pre-university science preparation may hinder subsequent mastery of the biophysical foundations of diagnostics, treatment, and medical equipment operation.

Objective. To evaluate the possibilities and limitations of entrance testing in physics among first-year students enrolled in specialty 31.05.01 “General Medicine” as a tool for initial pedagogical diagnostics.

Material and methods. A retrospective descriptive-analytical study of entrance physics testing results was conducted for 2020, 2022, 2023, 2024, and 2025. Testing was administered electronically using an item bank, random item selection, and randomized answer options. After exclusion of aggregated service records, the final dataset comprised 1,103 entries. The total score, year of testing, and test variant were analyzed. Descriptive statistics, one-way analysis of variance (ANOVA), Scheffé post-hoc test, Pearson’s χ² test, and effect size calculation (η²) were used. A score below 60 points was considered a conditional operational criterion for low baseline performance.

Results. The mean score across the entire dataset was 77.6±0.7. The proportion of students scoring below 60 points was 12.1%, allowing this subgroup to be considered a group of students at potential academic risk. Across the years, mean scores increased relative to the baseline year, from 72.2±1.0 points in 2020 to 78.5±1.2 points in 2025; the proportion of scores below 60 points decreased from 13.9 to 7.6%. Statistically significant differences were found between test variants: the mean score was 77.2±0.7 for variant 1, 72.5±0.8 for variant 2, and 79.3±0.8 for variant 3 (p<0.0001). Variant 2 was associated with significantly lower results compared with variants 1 and 3, with a small effect size (η²=0.04).

Conclusion. Entrance assessment in physics can be used as a tool for initial pedagogical diagnostics and early identification of students at potential pedagogical risk. Correct interpretation of the results depends on the comparability of test variants, the quality of the measurement instrument, and standardization of administration conditions. The findings indicate the need for content review and statistical calibration of test variants, as well as the use of entrance assessment results for planning adaptive pedagogical support. A promising direction for further work is to analyze the relationship between entrance assessment results and students’ subsequent academic trajectories.

Residency represents an important stage in physicians’ professional development, during which skills of interprofessional interaction, professional communication, and participation in shared clinical decision-making are formed. However, the extent of residents’ involvement in multidisciplinary team practice remains insufficiently studied.

The aim of the study was to analyze the structure of interprofessional interaction between residents and healthcare professionals and to identify factors influencing their participation in team-based clinical decision-making.

Material and methods. A cross-sectional descriptive-analytical study was conducted involving 129 residents from various clinical specialties. A structured author-designed questionnaire was used, developed based on the World Health Organization framework for interprofessional collaborative practice, the Interprofessional Education Collaborative (IPEC) competency framework, and the Interprofessional Collaborative Competency Attainment Survey (ICCAS) questionnaire structure. Descriptive statistics, the Mann–Whitney U-test, and Spearman correlation analysis were applied. Three models of interprofessional interaction were identified, and qualitative analysis of open-ended responses was performed.

Results. Residents predominantly acted as team participants, while leadership roles were situational. The main barriers to interaction included professional hierarchy, difficulties in expressing one’s own position, differences in professional terminology, and organizational constraints. Models of team interaction were identified. The results are presented in tables and graphical models.

Conclusion. Interprofessional interaction of residents is characterized by active participation in teamwork, with limitations associated with hierarchical team structure and patterns of team interaction. The findings support the need for development of educational formats aimed at interprofessional learning.

The digital transformation of education has led to a shift in the information preferences of medical students. When preparing for exams, they are increasingly turning to electronic resources, the quality and reliability of which are not always monitored by the professional academic community. It has been found that sixth-year students, while preparing for the hospital surgery exam and answering questions on the subject "Thermal Injuries", most frequently consulted the electronic version of the textbook "Burns", as well as online resources not affiliated with the Military Medical Academy or the association of Russian burn specialists (combustiologists). They used lecture materials, notes from practical classes, and topic-specific presentations less often. A negative correlation (r_s=-0.77) was identified between the structure of information preferences among the most and least successful students, indicating fundamentally different preparation strategies. According to the authors, the observed differences stem from the socio-psychological characteristics of today’s youth, broadly described as "clip thinking". However, this phenomenon serves solely as a theoretical framework for interpretation, as it was not directly measured during the study.

A comparative analysis of the obtained data with current global trends in the digitalisation of medical education confirms the relevance of further research in this area. New findings will not only allow for a more detailed study of the issue, but also help adjust the form, structure, and content of existing and newly developed educational and methodological materials. Based on the results obtained, practical recommendations have been proposed to optimise the educational process, taking into account the identified features of how modern students perceive information.

An innovative approach to teaching defines the main development directions in the mastery of fundamental and clinical disciplines, taking into account priority scientific and technological developments. This article analyzes current trends in the development of higher medical education within the fundamental discipline of biochemistry.

It has been established that the active implementation of new learning technologies and the digitalization of education contribute to the improvement of students’ theoretical thinking skills and applied professional behavior. The study utilized competency-based, comparative, and cognitive approaches, which not only aim to develop students’ psychological and pedagogical competence but also form the basis of practice-oriented learning.

Pedagogical approaches aimed at developing medical students’ psychological and pedagogical competence in the course "Biochemistry" have been identified. To enhance these competencies in medical students, it is necessary to focus on the implementation of innovative teaching practices. An analysis of international and domestic literature and the results of a survey allowed us to identify new teaching methods in this discipline and to identify their innovative value for solving students’ educational and professional problems.

The most interesting sections of the Biochemistry curriculum were analyzed, taking into account the development of mental models. The presented study allowed us to formulate pedagogical methods and techniques for developing students’ general cultural and professional knowledge. The resulting conclusions are aimed at optimizing the competency-based approach to teaching and enhancing the psychological and pedagogical competence of future physicians.

For a modern medical university, it is important not only to support student research but also to build a continuous research pathway beginning at the pre-professional stage. The role of postgraduate students as mentors of school research projects has been described only fragmentarily, although it may provide cross-level continuity, a short educational distance, and early academic socialization.

The aim of the study was to characterize Sechenov University’s experience of early engagement of learners in research activities starting from the pre-professional stage and to define the role of postgraduate students in the "schoolchild-postgraduate" track as a mechanism of cross-level continuity.

Material and methods. The study used a descriptive analytical design. The material included Russian and international publications, institutional monitoring data on Sechenov University’s pre-professional programmes and research-related events for 2015–2026, materials from school conferences, and documents describing postgraduate supervision of school projects. Descriptive analysis was used for quantitative indicators, and content analysis was applied to characterize postgraduate students’ mentoring functions.

Results. Sechenov University has developed an institutionally stable framework for early research engagement that integrates science-oriented and pre-professional training, conference-based mechanisms for project presentation and selection, postgraduate mentoring, and the subsequent inclusion of some graduates in university programmes of early research employment. In 2025, school research projects were supervised by 23 postgraduate students from at least 18 university units, confirming the interdisciplinary nature of the model. Conclusion. The "schoolchild-postgraduate" track can be regarded as a distinct mechanism of cross-level continuity between school and university research environments. Its practical value is associated with the early start of research socialization, broad institutional coverage, and the involvement of postgraduate students as mentors linking school projects with the university’s current research agenda.

Objective. To conduct a systematic, methodologically transparent analysis of educational and methodological resources for advanced professional development (APD) programs in surgical nursing care, identifying content, structural, and methodological gaps driven by the transformation of clinical practice amid the Special military operation (SMO), digitalization of healthcare, and expansion of hospital-substituting technologies.

Material and methods. The study was conducted from September 2023 to December 2025 and included: (1) a systematic literature review without a pre-registered protocol in PROSPERO; (2) thematic analysis of 18 key textbooks (10 Russian, 8 international) across 12 predefined categories using NVivo 14 software; (3) quantitative survey of 570 respondents (120 APD instructors, 450 nurses/paramedics) from 8 Russian regions using multistage stratified sampling; (4) focus groups with 48 experts (surgeons, anesthesiologists, psychologists, educators) to verify identified gaps. Statistical analysis was performed in SPSS 26.0 (descriptive statistics, χ²-test, Pearson correlation, multiple logistic regression).

Results. Analysis revealed five critical gaps in educational literature: (a) absence of systematic coverage of multidimensional healthcare worker safety (physical, psychological, infectious, ergonomic) – content share in Russian textbooks was 2.8±1.4% versus 14.3±3.7% in international publications (p<0.001); (b) complete omission of chapters on professional burnout prevention and stress resilience, despite WHO data indicating 44% burnout prevalence among nurses in conflict settings; (c) neglect of cultural competence as a professional competency (0% content in Russian textbooks versus 6.2±2.1% internationally); (d) lack of integration of care experience for patients with military trauma (blast injuries, burns, amputations, post‑traumatic stress disorder) despite admission of over 120,000 wounded to Russian hospitals in 2023–2025; (e) fragmented representation of innovative rehabilitation technologies (telemedicine, robotic exoskeletons, virtual reality) – 1.9±0.8% content versus 9.7±2.4% internationally. Survey results confirmed misalignment with practice: 78.3% of learners reported textbooks "do not address practical workplace challenges" (95% confidence interval 74.5–81.7%), 92.1% demanded decision-making algorithms for non-standard situations (χ²=48.7; p<0.001).

Conclusion. Existing textbooks on surgical nursing care fail to align with the competency-based education model (Federal State Educational Standard for Secondary Vocational Education 34.02.01) and contemporary clinical realities. Development of a fundamentally new textbook is substantiated, integrating military medical experience into civilian nursing education with emphasis on staff safety, psychosocial support, cultural sensitivity, and ethical reflection. Such a publication must comply with the 288-hour APD curriculum (Order of the Russian Ministry of Health No. 945n), incorporate reflective and simulation elements, ensure flexibility across learning formats, and establish a new standard for humane, safe, and culturally competent care in surgical practice.

The aim of the study was to develop and conduct a primary psychometric assessment of a questionnaire aimed at measuring the level of self-assessment of professional competence among medical professionals from private medical organizations working in the compulsory health insurance system. At the testing stage, a 16-point questionnaire assessing confidence in the implementation of specific practical competencies was offered to 64 respondents (doctors and department heads). A comprehensive psychometric analysis was performed, which included an assessment of reliability (α-Kronbach=0.876, ω-McDonald=0.892), discriminative ability of points, and criterion and constructive validity. The results demonstrate satisfactory psychometric characteristics of the instrument. The questionnaire is able to differentiate groups with different professional experience, which confirms its criterion validity. The revealed four-factor structure reflects the key aspects of professional activity. The tool is recommended for further validation on an expanded sample in order to be used for conducting internal audits, identifying areas of competence development and optimizing management decisions in medical organizations.

The article presents a narrative review of the current state and key global trends in dental education in the context of healthcare digital transformation. The main directions of change in educational models for training dentists are examined, including the integration of digital technologies, the development of interdisciplinary and practice-oriented approaches, the formation of a patient-centered educational paradigm, the application of evidence-based dentistry principles, and the alignment of curricula with international standards. The review is based on an analysis of scientific publications and official documents issued by international and national professional organizations. The paper discusses the extent to which these trends are implemented in the Russian Federation and outlines priority areas for the further development of dental education.

The findings presented in this article reflect the prevalence of burnout predictors among V and VI year medical students in Kazan. It was established that all respondents enrolled in the senior years of the Faculties of General Medicine and Pediatrics exhibit various risk factors for the development of this syndrome. Notably, VI year students demonstrated fewer conditions conducive to burnout; specifically, there was a statistically significant increase in satisfaction with theoretical training and a higher degree of professional certainty. Nevertheless, the level of demotivation regarding future clinical practice remained consistent across both groups. The primary drivers of demotivation among graduates included professional disillusionment and dissatisfaction with working conditions, whereas V year students were predominantly concerned with the lack of financial security within the specialty.

The article presents the results of an assessment of the knowledge of 6^th-year students of the Medical Institute of Mari State University in the diagnosis and treatment of community-acquired pneumonia within the framework of the KNOCAP-III project. 87 respondents were interviewed during a single-center anonymous survey using a 21-question questionnaire. The overall average level of response accuracy was 46.6% with a range from 13.8 to 82.2%. High rates were obtained in questions about the etiology and main diagnostic signs of community – acquired pneumonia, low rates were obtained in questions about the selection of pharmacotherapy. An analysis of the solvability of identical questions for the three stages of the KNOCAP project regarding repeated X-ray examination and diagnostic minimums revealed statistically significant differences between the stages that indicate variability in the assimilation of specific topics related to community-acquired pneumonia. The results of the study presented in the article suggest that students have an insufficient level of knowledge about the issues of community-acquired pneumonia pharmacotherapy, while maintaining satisfactory basic knowledge. This indicates the need to optimize educational processes.

The article presents the point of view of a higher school teacher and a conceptual overview of modern approaches to the organization of the educational process in medical universities in the context of the implementation of the Federal State Educational Standard for Higher Education 3++. Based on the generalization of pedagogical experience, the analysis of educational standards, as well as modern publications on simulation and digital learning, the expediency of the integrative model is substantiated. This model combines fundamental classical methods and innovative technologies. Using the example of teaching normal physiology, it is pointed out how a live experiment and functional tests, which retain the role of a basic tool in the formation of clinical thinking, can be successfully complemented by digital and simulation platforms. The latter act as an auxiliary tool for deepening analysis and skill development.