Aim. The article is devoted to the analysis of experience of developing and testing the system of highly qualified personnel training with pedagogical skills in residency and postgraduate education based on personalized learning. The aim was to summarize the educational experience of teachers of the Public Health Institute (Volgograd State Medical University) in personalized learning of highly qualified personnel in residency and postgraduate education.

Material and methods. The use of methods of system analysis and data assessment of information obtained during theoretical analysis, comparison, grouping of data, generalization made it possible to identify a complex of pedagogical areas, structured into a system of personalized learning of medical postgraduate students and residents. The study involved 106 residents and 166 full­time and part-time postgraduate students.

Results. The presented system of training of highly qualified residents and postgraduate students is based on psychological and pedagogical diagnostics of students, ensures the continuity of professional and pedagogical development, integrates the following characteristics inherent in personalized learning: motivation, joint creation, self­knowledge and social construction. Expert assessment, self­assessment of pedagogical experience results, and data interpretation indicate that the developed system has been successfully tested.

Conclusion. A personalized learning system of pedagogical skills in residency and postgraduate education has been developed, where the individual trajectory of mastering professional and pedagogical competencies is determined by primary diagnostics, a set of tasks, the organization of educational process. This can be considered as the basis for improving the training of highly qualified personnel in a medical university.

Aim. To analyze, revise and supplement important professional qualities of a future doctor in the context of digitalization.

Material and methods. The study involved 74 1st year students of General Medicine faculty of Krasnoyarsk State Medical University. A doctor’s self­assessment form was used, which includes a list of important professional qualities (IPQs) of a doctor in three blocks. The ranking method was used to measure the significance of doctor’s IPQs, taking into account the preferences of students. An assessment of the IPQs of future specialists was carried out using a heuristic evaluation method based on self­-assessments, classmates’ and expert assessments. Mathematical data processing was carried out using Excell.

Results. The analysis showed that 82,14% of future specialists identified the first rank of IPQ block as contributing to development of professional culture of doctors. The second rank was assigned by 67,86% to IPQ block related to social responsiveness of doctors, while 75% of students assigned the third rank to IPQ block related to information competence. According to the average value of heuristic self­-assessments, the IPQs of social responsiveness of a doctor are optimally formed (5,72), while the IPQs of working with information (4,27) and doctor professional culture (3,50) are underdeveloped.

Conclusion. Despite the digitalization of medicine, the social role of a doctor remains the same. The conducted research has revealed the following tendencies. Future specialists understand the demand for IPQs that contribute to the social responsiveness of doctors. Students recognize that they have the IPQs necessary to interact with patients at an optimal level. Underdeveloped IPQs were those related to working with data, digital etiquette, and practical experience of working in the digital space. In addition, it was revealed that the IPQs related to the development of doctor professional culture are insufficiently formed. The list of the doctor’s IPQs was revised and supplemented with new competencies related to digital interaction.

The article describes the specifics of pedagogical training courses for residents and postgraduate students. Analysis of regulatory documents and scientific literature made it possible to assess the pedagogical activity of a doctor, and substantiate the need for its study in residency. Analysis of pedagogical training vectors for residents at the Pavlov First Saint Petersburg State Medical University showed that the training program includes following vectors: development of pedagogical competencies for work in “school for patients” and psychological and pedagogical support in the process of diagnosis, treatment, rehabilitation; ensuring the preservation of the patient dignity; facilitating patient-­centered care. It also describes the specifics of the pedagogical training of postgraduate students, related to activities of a higher school teacher: during this stage of training, competencies are formed that are focused on pedagogical activity, teaching at a medical university. As part of the training of postgraduate students at a medical university, knowledge and skills are developed in the planning and implementation of the pedagogical process in a higher educational medical institution. At the same time, for the doctor-­teacher practitioner, the importance of all the competencies that are included in the pedagogy program for residents remains. Thus, the principle of the continuity of post­-graduate pedagogical training is implemented.

Kazan State Medical University is one of the oldest medical universities in Russia, which has extensive experience in the international education market. The publication describes the features of postgraduate training of residents, first implemented on the basis of Kazan State Medical University in cooperation with the Royal College of Physicians and Surgeons of Canada. The experience of introducing a competency-­based educational approach into the residency program according to the CanMEDS system is described. Each competency underlying the CanMEDS principles is considered in detail.

The article discusses topical issues of training future health care specialists at different stages of professionalization. Particular attention is paid to the stage of training in residency, when not only the formation and development of the activity professionalism, but also the personality professionalism of the future doctor is carried out.

Important knowledge during training in residency and postgraduate institution is acquired by the need for self-­actualization and value orientations of trainees in the structure of an individual’s professionalism. The work emphasizes that in the preparation of future doctors, the resolution of indicated problem can successfully occur not only under the influence of central medical disciplines for training highly qualified personnel. Today, many researchers focus on the role of humanitarian disciplines, which have a significant impact on the personal and professional aspects of training. In this case, what it involves is the mastering of Pedagogy and Educational Psychology programs.

The study found that the participation of residents in training in two educational humanitarian programs provides favorable transformation of value orientations, reflecting the need for self­-actualization, acceptance of medical practice values, and value attitude to the professionalism of a doctor. The data obtained indicate the need for purposeful use of pedagogy and psychology to improve the professionalism of future doctors during preparation for professional activity.