Aim. To assess the retention of theoretical knowledge of internal medicine and practical skills in 6-year students of the Department of General Medicine 5-6 months after the exam.

Material and methods. Knowledge retention in internal medicine was assessed by testing on 11 topics (233 questions), while practical skills was analyzed by the results of electrocardiogram (ECG) interpretation and the clinical case task in 48 students.

Results. The following internal medicine sections with a high and very high retention rate of theoretical knowledge (average, 59,1%) were identified: gastroenterology and hematology. One section with a low retention rate was identified (emergency endocrinology) (27,5%). Retention of practical skills was high in ECG interpretation (5 points) and low (2,3-3,5 points) in solving clinical case task.

Conclusion. The results obtained showed that the educational process in a medical university should have hybrid forms of organization, including technologies and methods of distance and compulsory inperson education, even during a pandemic. This implies the analysis and deep processing of programs focused on the redistribution of different sections between distance and in-person forms of education.

Modern professional education of internists is being updated at an intensive pace. This is primarily due to the fact that medicine and its technologies do not stand still, rushing into a high-tech future. In this regard, people have great hopes for highly effective conservative care, including for hematological diseases. Basic research on the mechanisms of blood clotting has greatly improved the knowledge of complex pathophysiology. These advances have led to a more complex decision-making process, which is reflected in the complex effect of hemostasis imbalance on the complement system, immunity and inflammation, and hence on the treatment of hemostasis disorders. Given this rapidly changing context, optimal educational activities are needed to disseminate knowledge among health professionals and develop their competencies in this field. Specialized professional associations can provide support and training offerings that facilitate access to relevant resources and tools to enable high-quality, up-todate basic and clinical research.

Aim. To assess the quality of research and practice (RP) events using telemedicine technologies (TMT) at the National Medical Research Center for Therapy and Preventive Medicine, implemented in 2021 during the coronavirus disease 2019 (COVID-19) pandemic.

Material and methods. At the end of RP events using TMT in 2021, the observers were asked to fill out the checklist “Quality of RP events using TMT” in a digital survey form no later than 3 days from the date of the event. The questionnaire consisted of 19 questions on the content and organizational part of the event, each of which was asked to answer “yes” or “no”. Further, cluster analysis of the responses received was performed with subsequent scoring according to the cluster rank. For each positive answer, points were awarded according to the proper cluster (range): 1 point (bad) — proportion of “yes” is from 0 to 20%; 2 points — from 20 to 40%; 3 points (satisfactory) — from 40 to 60%; 4 points (good) — from 60 to 80%; 5 points (excellent) — >80%. To evaluate the final result of events’ quality, based on the developed integrated approach, a scale was used where the total score of 90 or more corresponds to an excellent rating, 8589 — good, 80-84 — satisfactory, less than 80 — bad. Statistical analysis, accumulation, adjustment, systematization of initial data and visualization of the obtained results were carried out in Microsoft Office Excel 2021 spreadsheet software.

Results. In total, in 2021, 157 RP events were implemented using TMT, in which 24277 individual and group connections were recorded, as a result of which 3359 checklists were fully completed. The analysis of obtained answers showed the total score of 92, which corresponds to an excellent rating.

Conclusion. The assessment of the quality of RP events using TMT at the National Medical Research Center for Therapy and Preventive Medicine, implemented in 2021 in the context of a COVID-19 pandemic, showed that the these activities have an excellent quality rating. At the same time, the totality of RP events can be considered as an integral system, and its quality should be considered as the correspondence of events’ organization and content to the expected needs of trained doctors.

Aim. To evaluate the quality of education activities conducted using telemedicine technologies and identify most significant factors affecting satisfaction from its participation.

Material and methods. An analysis was made of 2039 questionnaires filled out by observers after educational events. A specially designed questionnaire or checklist consisted of 21 questions concerning the following three main components of the quality of education events: the technical aspect, the content, and the affective evaluation. Digital questionnaires were filled in by observers on the website of the National Medical Research Center for Therapy and Preventive Medicine after educational events. Statistical data processing were carried out using Excel Microsoft Office.

Results. The correlation analysis showed that for developing satisfaction from participation in the educational event (conformity with expectations) for an observer, the most important is the lecture content (r=0,41), how much the lecture helps solving urgent professional issues of physicians (r=0,35), accessibility of the material, communication skills and mastery of the subject matter by the lecturer (r=0,28), structure and logic of the material presentation (r=0,27). Among the significant factors (r=0,23-0,17), we can also highlight the assistance provided by the organizers to resolve various issues, the atmosphere of cooperation and assistance, as well as the completeness of answers to questions from the chat. The lowest value (r=0,16-0,12) has difficulties during registration, the time limits of the event, the availability of preliminary information on the site, the relevance of data presented, the presence of annotations, the quality of communication, visual material and its relevance. Participation of leading experts to conduct educational events is a key indicator of quality, since respondents noted that the availability, statefulness, logical presentation of the material and the communication skills of a speaker are essential establishing audience loyalty.

Conclusion. The results obtained will improve the process of managing educational events held by the National Medical Research Center for Therapy and Preventive Medicine using telemedicine technologies, and improve their quality.

Aim. To analyze studies on the influence of digital environment on cognitive development of schoolchildren and students.

Material and methods. To achieve this aim, pedagogical research methods were used, which include work with literature on the stated topic, analysis of their content, logical generalization, citation, bibliographic listing, and annotation were used. An important role was played by generalization method and identification of patterns of longterm digital environment influence on a person.

Results. An analysis of the literature has shown that digital environment influence on cognitive development of schoolchildren and students is the subject of research by many authors. One group of scientists considers the digital environment to be a neutral factor in relation to younger generation cognitive function. But, in parallel, studies are being conducted in which scientists has the opposite position. This group includes Russian and Western scientists from Harvard, Oxford, Manchester, Sydney Universities and King’s College London. Over the past twenty years, from 1998 to 2018, they have conducted studies on the impact of electronic devices and the Internet on cognitive functions of the younger generation. In total, 139 papers were published, in which the authors studied the effect of digital environment on cognitive changes from the standpoint of psychology, psychiatry, neurobiology, and other sciences. These studies proved that digital environment affects, first of all, the change in the brain, which acts as a bioplatform for the formation of cognitive functions in schoolchildren and students. And a change in cognitive functions cannot but affect the cognitive processes of attention, memory, thinking, as well as the skills necessary for cognition.

Conclusion. The presented data from Russian and foreign studies revealed facts proving that the digital environment is a factor that changes the cognitive development in children, adolescents and students. The use of the Internet as an ultra-easy way to obtain information leads to the fact that a person blurs the boundaries between his own capabilities and the capabilities of electronic devices, attributing to himself their superpowers.