In recent  years,  the system  of postgraduate education  in medicine faces  new challenges  and  the  need  for improvement. At the  same time, it is necessary to search  for a reasonable  combination of various types of education  in order to preserve  and improve the professional knowledge of doctors.

Aim. To demonstrate and assess the importance of combining distance learning technologies with traditional teaching methods.

Material and methods. The paper  analyzes the educational  process at  the  Department  of Therapy of the  I.M. Sechenov  First Moscow State  Medical University in the period from 2020 to July 2022.  The data are based  on the results of the annual report of the department, a survey of students, and communication with students  using electronic telecommunication  technologies  (forum, chat,  e-mail).  Data  were analyzed using SPSS Statistics 23.0 software.

Results. Department  of Therapy of the I. M. Sechenov  First Moscow State  Medical University has been  training doctors  for a long time in advanced  training programs  using traditional and distance  learning. In 2020,  in connection  with the pandemic  of a coronavirus disease 2019 (COVID-19), distance  learning technologies  have been  actively developed.  Online lectures  and  video seminars  have  become   an important component  of advanced  training programs,  in which 252 students  were trained in 2020, and 376 people from different cities of Russia during 2021 and the first half of 2022.

In the first year of the pandemic, two short-term programs were created dedicated  to epidemiology, clinic, diagnosis and treatment  of patients with COVID-19. They were conducted  using online seminars, which made it possible to train 4156 doctors from more than 29 regions of Russia. Most of the listeners noted the high professional level of the programs, the importance of using computer technology in addition to traditional methods.

Conclusion. In the modern  world, in order to maintain the required level of professional competence of a doctor, combination of traditional educational activities with distance learning should be used.

The active development of technology since the middle of the 20th century has changed the requirements for education in view of the demand for knowledge-intensive specialties. The current approach is focused on the intersubjectivity and complexity of problem solving, the project organization of training and the practical orientation of learning courses. The training of specialists capable of solving qualitatively new tasks is possible only in a special environment where personal and professional competencies are formed. The transformation of education in medicine has led to the active integration of research and clinical experience. A significant impetus for the transition to a new level is provided by the development of cognitive competencies, critical thinking, which is closely interrelated with evidence-based medicine. Novel training programs make it possible to receive research, management, entrepreneurial and communication competencies inaddition to classical clinical education. At present, the future belongs to interdisciplinary teams based on developed clusters.

Aim. To present the system-level structure of conflict competence and study the interrelations and differences in its components in students in the context of studying at a university.

Material and methods. The study involved 150 1-4-year students. According to the factor analysis of psychological variables, 5 empirically represented groups of parameters were identified, con sidered as conflict competence. The empirical study used psychodiagnostic techniques aimed at determining strategies of behavior in conflict situations; personal aggressiveness and conflict; style of self-regulation of behavior; communicative tolerance; level of development of reflexivity and the technique of coping mechanisms.

Results. According to Kruskal-Wallis H test, there were differences in 3 competencies: sthenic intrapersonal-oriented conflict readiness; interpersonal-oriented conflict competence; intrapersonal con-flictogenity. There were no significant differences in emotive-personal conflict readiness and constructive-activity conflict competence.

An analysis of the prevalence of high level of conflict competence formation showed that in 1^st-year students, emotive-personal conflict readiness prevails, in the 2^nd year — constructive-activity competence, in 3^rd year — intrapersonal conflictogenity, in 4^th — interpersonal-oriented competence. Thus, the period of study at a university can be considered as a stage in the formation of conflict competences.

Conclusion. The data obtained make it possible to identify five conflict competences, reflecting the motivational, cognitive and behavioral components of conflict tolerance and conflict readiness, which ensure the perception and analysis of conflict situations, the organization of behavior and communication in conflict situations and the willingness to solve them; the resulting five-factor statistical conflict competence model details the proposed two-factor theoretical model and refines it in terms of mechanisms. A comparative analysis of representation of conflict competences among 1-4-year students determined the competence dynamics as follows: from conflict instability to conflict readiness, which allows to clarify the existing ideas about the stages and features of competence formation under the influence of educational activities at the university.

Virtual reality technology has been developing rapidly over the past two decades and is becoming available in various areas of healthcare — in surgery, neurology, rehabilitation, and education. The need for virtual reality technology is also manifested in the development of algorithms for emergency medical care by primary care physicians. Currently, 6 interactive case problems have been developed for the most common emergency conditions, requiring, among other things, resuscitation. The concept of teaching using virtual reality technology has become the basis for the development of an additional professional advanced training program for general practitioners "Development of an algorithm for providing emergency medical care for sudden acute diseases and conditions". A unique feature of the program is the ability to practice the emergency medical care algorithm using virtual reality technology, as well as practice skills using a simulation manikin and an automatic external defibrillator.

Aim. Humanistic education of students through involvement in blood donation.

Material and methods. A survey of 4020 participants of the Donor Day was conducted at the Pirogov Russian National Research Medical University with subsequent analysis and statistical processing of the data obtained.

Results. The development of donation within the educational extracurricular activities has made it possible to increase the number of donors in the Pirogov Russian National Research Medical University to 2000 people. According to the survey, 88,6% of respondents put forward the motivation to help those in need in the first place, while 44,2% consider donation to be beneficial for health, and 24,4% consider donation to be their civic duty. In addition, 9,2% donate blood due to the fact that friends or relatives benefited from blood transfusions. Departure of a team of specialists from blood service institutions to the university was recognized as the best format. There were following reasons for refusing to participate in the donorship: 17,5% do not know where and how to become a donor, 16,0% are sure that health will worsen during donation, 14,4% do not find free time, 11,4% are not satisfied the location of blood service institutions, and 13,7% avoid problems with the employer or the university. Since 2020, our own register of bone marrow donors has been created, which is part of the Federal Register of Bone Marrow Donors. More than 1000 students entered the Register, while 9 donated bone marrow for patients.

Conclusion. Educational work with medical students should include the popularization of donation, as the formation of a moral and ethical standard and civic duty. It is necessary to inform students about donation, create comfortable conditions and route donors.

The article is dedicated to Professor Fedor Khristoforovich Erdman — a doctor, scientist, teacher, the first head of the Department of Pathology, Therapy and Clinics and the first dean of the Medical Faculty of the Imperial Kazan University. We considered his work within the Imperial Kazan University and Imperial Dorpat University, his contribution to the clinical teaching, the organization of a university clinic and a balneotherapy sanitarium. A number of papers written based on the results from the Kazan period of research are presented. The study summarizes the basic information about the professional and teaching role of Erdman F.Kh. in the history of Russian medicine.

The article is dedicated to the 215^th anniversary of the birth of Grigory Ivanovich Sokolsky, a well-known Russian clinician and scientist who made a huge contribution to the development of clinical diagnostics of diseases, phthisiology, internal diseases, especially rheumatology. The work that laid the foundation for the scientific activity of G.I. Sokolsky, "On the rheumatism of the cardiac muscle tissue" (1836), brought him national and world fame, and formed the theory that rheumatism is a systemic disease with a primary lesion of the heart and joints. G.I. Sokolsky sought to teach students at the bedside. He was the first who began to demonstrate patients in lectures and actively introduce auscultation and percussion into clinical practice, as well as into teaching, paying special attention to their exceptional diagnostic significance and the need for joint use. An outstanding mind, broad erudition, passion, deep faith in his ideas caused an ambiguous attitude of contemporaries, which left its mark on life. The article presents previously unpublished facts about the life of G.I. Sokolsky, his activities and personality traits, unique archival documents, photographs and manuscripts.

The article is dedicated to Karl Fedorovich Fuchs, an outstanding doctor, scientist, and local historian, professor of the Department of Therapy, Pathology and Clinics, Dean of the Faculty of Medicine, Rector of the Imperial Kazan University. Being born in Germany, in the city of Herborn, he devoted his whole life to the benefit of Kazan and its inhabitants.

The article describes the research, teaching and medical activities of K. Fuchs, his contribution to the development of clinical teaching and the development of the internal medicine school in Kazan. We described the range of his scientific interests and the influence of research on the development of medicine in Kazan in the 19^th century. Much attention is paid to the personality traits of K. F. Fuchs, an integral part of the doctor and teacher, which inspire students for further development.