Initial General Medicine accreditation: experience of organization, preparation, and evaluation
https://doi.org/10.15829/1728-8800-2025-4635
EDN: RJWZLC
Abstract
Aim. To evaluate the results and identified challenges associated with the initial General Medicine accreditation.
Material and methods. The results of the initial General Medicine accreditation for the period 2022-2024 were analyzed. The accreditation was conducted at the multidisciplinary accreditation and simulation center established at the Saint Petersburg State Pediatric Medical University. The total percentage of individuals who passed each accreditation stage, as well as the scores for the first stage, were assessed. Statistical analysis was performed using the chisquare test.
Results. The initial number of individuals seeking initial accreditation over the three years under review was 109, 153, and 151, respectively. From this number, 48,4% of those accredited successfully completed the first stage on their first attempt. The proportion of students failing the first stage, despite three attempts, increased by 1,8 times (p<0,01) from 2022 to 2024, primarily due to international students. The overall trend of successfully completing the second and third stages in approximately 80% of cases persisted. When evaluating the results of the first accreditation stage, the percentage of excellent results decreased from 340% to 192% (p<0,05).
Conclusion. Two-thirds of the graduates who applied had positive results in the initial General Medicine accreditation. Unsatisfactory results were primarily related to the first stage, with a significant contribution from international students, who require a special approach to preparation.
About the Authors
D. S. Sukhanov
Saint Petersburg State Pediatric Medical University
Russian Federation
Russian Federation
Dmitriy S. Sukhanov - Associate Professor of the Department of Propaedeutics of Internal Diseases.
Litovskaya St., 2, Saint Petersburg
A. V. Mironova
Saint Petersburg State Pediatric Medical University
Russian Federation
Russian Federation
Anna V. Mironova - Head of the multi-profile accreditation and simulation center, Associate Professor of the Department of neonatology with courses in neurology and obstetrics and gynecology.
Litovskaya St., 2, Saint Petersburg
E. V. Timofeev
Saint Petersburg State Pediatric Medical University
Russian Federation
Russian Federation
Eugene V. Timofeev - Professor of the Department of Propaedeutics of Internal Diseases.
Litovskaya St., 2, Saint Petersburg
Yu. S. Alekseeva
Ott Research Institute of Obstetrics, Gynecology, and Reproductive Medicine
Russian Federation
Russian Federation
Yulia S. Alekseeva - Laboratory research assistant of the Laboratory of Molecular Genetics and Gene Therapy.
Mendeleevskaya line, 3, Saint Petersburg
References
1. Kuznecova OYu, Turusheva AV, Moiseeva IE, et al. The primary accreditation. The ways of the problems solving related to the preparation of graduates of medical universities. Russian Family Doctor. 2019;23(1):35-40. (In Russ.) doi:10.17816/RFD2019135-40.
2. Pavlenko VI, ZHukovec IV, Loskutova NV. Primary accreditation of the specialist as the indicator of quality of the organization of educational process at the higher medical school. Amur Medical Journal. 2018;1-2(20-21):68-70. (In Russ.)
3. Gazenkampf AA, Solovieva IA, Adamyan RA. Analysis of the attitude of graduates of a medical university to primary accreditation of specialists. Virtual Technologies in Medicine. 2020;1(3):30-2. (In Russ.) doi:10.46594/2687-0037_2020_3_1203.
4. Kuznetsova OYu, Turusheva AV, Lopatin ZV, et al. Optimization of training of graduates of medical universities for primary accreditation with participation of the student-tutor. Russian Family Doctor. 2019;23(4): 49-54. (In Russ.) doi:10.17816/RFD18610.
5. Hodus SV, Oleksik VS, Barabash IV, et al. Situational anxiety and competency assessment in simulated conditions. Amur Medical Journal. 2020;2(30):89-92. (In Russ.) doi:10.24411/2311-5068-2020-11017.
6. Timofeev EV, Olifirenko IS, Padorina EV, et al. The Role of Interactive Technologies, Virtual Reality and Artificial Intelligence in Teaching Propaedeutics of Internal Diseases: Perspectives from Teachers and Students. Juvenis Scientia. 2025;11(3):5-19. (In Russ.) doi:10.32415/jscientia_2025_11_3_5-19.
7. Pomytkina TY, Zhuchenko OA, Galiahmetova NP. Self-Assessment of Academic Achievements of Medical Students Depending on Interactive Teaching Methods. Vestnik Omskogo universiteta. Seriya "Psikhologiya" = Herald of Omsk University. Series "Psychology". 2023;(4):70-80. (In Russ.) doi:10.24147/2410-6364.2023.4.70-80.
8. Orel VI, Gostimskij AV, Lisovskij OV, et al. Control of the practical skills of graduates of the FSBEI HE "St. Petersburg State pediatric medical university" in the framework of accreditation. Medicine and health care organization. 2017;2(4):10-8. (In Russ.).
9. Dragovoz IS, Grigorian MF Analysis of the structure of the main errors of students of the faculty of treatment on the results of the first accreditation in 2021. Virtual Technologies in Medicine. 2021;1(3): 194-5. (In Russ.) doi:10.46594/2687-0037_2021_3_1395.
Supplementary files
Review
For citations:
Sukhanov D.S., Mironova A.V., Timofeev E.V., Alekseeva Yu.S. Initial General Medicine accreditation: experience of organization, preparation, and evaluation. Cardiovascular Therapy and Prevention. 2025;24(3S):4635. (In Russ.) https://doi.org/10.15829/1728-8800-2025-4635. EDN: RJWZLC
Views:
101
JATS XML
Email this article 
