The article considers the problem of monitoring the quality of training programs for internists and general practitioners, conducted during 2020-2022. The aim was to develop a methodology for monitoring the quality of programs implemented by internal medicine departments of universities in subjects of the Russian Federation.

Monitoring the quality of educational programs is determined by the compliance of their content with the requirements of professional standards, federal educational standards, healthcare delivery procedures and clinical guidelines. Evaluation of the quality of programs makes it possible to identify promising areas. Targeted methodological recommendations contribute to the development of a unified educational space for the training of internists.

Modern teaching to young physicians has become increasingly limited because of rising clinical workload, due to the epidemiological situation, new requirements for medical documentation, the lack of a clear timetable of working hours and other educational features. Additionally, today’s residents expect that the training sessions will provide focused content integrated into their clinical workflow. One of the classical teaching methods that is ideally suited to meet these needs is a focused thematic training session, usually conducted with the help of simple but accessible visual aids and extensive audience participation. However, most listeners will benefit from structured content and guidance on the delivery of this content, also known as a learning scenario. A good learning scenario resident’s misconception, highlights a certain number of learning moments, uses strategies to engage students and provides a cognitive basis for teaching a topic that the teacher can improve over time. The proposed pedagogical concept of teaching sections of clinical hemostasiology for residents in the specialty "Therapy" orients the professional and cognitive interest of a young specialist against the background of constantly updated new knowledge in this field with the integration of scenarios of the content of training into clinical practice.

Aim. The article is devoted to the analysis of the experience of developing and testing the system of acmeological training of medical university students based on the Young Teacher School technology. The aim was to generalize the pedagogical experience of the teacher curator of the School of Mastery and the Young Teacher School of the Medical University, to reveal the strategy and methods of self-development of students in the educational environment of a medical university.

Material and methods. The use of methods of theoretical analysis and evaluation of information obtained in the process of studying scientific and methodological literature, comparison, grouping of data, generalization made it possible to substantiate the acmeological foundations of the Young Teacher School and the School of Mastery as an element of personalized learning for 1-5-year students of a medical university. The study involved 239 respondents — full-time and part-time students.

Results. The presented educational system, based on the acmeological model of student self-development, integrates the characteristics inherent in personalized learning: self-motivation, dual desirability of the lesson, self-knowledge and self-prediction. Expert assessment (professors and associate professors of Volgograd State Medical University), and self-assessment of the results of pedagogical experience, interpretation of the data obtained in the process of questioning students, indicate that the developed system has been successfully tested.

Conclusion. We developed a personalized acmeological approach to teaching medical students pedagogy, as well as teaching students of the "social work" direction disciplines, in which the individual trajectory of mastering professional and pedagogical competencies is determined by the formation of the student’s subject position, the organization of the educational process as an acmeological personalized pedagogical technology, which can be considered as an innovative pedagogical approach in medical school.

Aim. The article is devoted to the analysis of social and communicative of first-year students at a medical university. The aim was to generalize and systematize scientific views on adaptation of first-year students, highlight the criteria for student adaptation, substantiate the prospects for further research.

Material and methods. The use of methods for studying scientific and methodological literature, evaluating information obtained during theoretical analysis, comparison, grouping of data, generalization, made it possible to form the original questionnaire "Assessment of socio-communicative adaptation of first-year students in a medical university." The study involved 338 first-year full-time and part-time students of the Volgograd State Medical University.

Results. The theoretical analysis of literature made it possible to identify the features of the functioning of a first-year student at a medical university, to substantiate the social and communicative adaptation of the individual as a necessary condition for the formation of a future specialist.

The role of mental health of an individual in the process of achieving the necessary level of adaptation in the conditions of the educational process of the medical university is indicated. We have explicated the external and internal criteria for the adaptation of a university student, on the basis of which a questionnaire was compiled. The survey of students, the interpretation of the data obtained indicates both positive results and the fact that many first-year students question their academic success at the beginning of their studies and note their insufficient home preparation, as well as lack of time for various extracurricular activities.

Conclusion. Socio-cultural adaptation of a first-year student is a long multifactorial process of changing the nature of connections, the student’s attitude to the content and organization of the educational process in a medical university. On the other hand, modern professional standards require a high level of communicative competence formation from a specialist. The relationship between the academic performance of a student and the degree of adaptation in the specific conditions of the pedagogical process at a medical university is revealed. We consider the development of a student community model with the involvement of professional psychologists to organize psychosocial assistance to maladjusted students as a prospect for the study.

Lev Lvovich Fofanov is an outstanding representative of the Kazan Therapeutic School, who headed the Department of the Faculty Therapeutic Clinic of Imperial Kazan University from 1914 to 1920. A talented researcher and doctor, he has always been at the forefront of the struggle for the life and health of citizens. During the typhus epidemic in 1919-1920, he was a member of the emergency commission to combat typhus. The entire medical community of the country has united in the active fight against this deadly and rapidly spreading infection, which kills hundreds of thousands of people. Professor Fofanov died of typhus at the age of 43, selflessly fulfilling his medical and moral duty. Kazan State Medical University honors traditions and remembers its teachers and mentors.

The clinical and pedagogical school of Semyon Semyonovich Zimnitsky is described in close connection with the evolution of his academic status, changes in clinical bases and the social structure of society at the beginning of the 20^th century. S. S. Zimnitsky took part in the creation of the Clinical Institute, opened the department of infectious diseases, founded the department of propaedeutics of internal diseases at Kazan State University. The outstanding talent of the lecturer and deep knowledge of clinical material won the love of affection and junior doctors. S. S. Zimnitsky creates methods for teaching therapy at the patient bedside in practical classes and in a lecture course, has an active professional position and is fighting with unreconstructed university professors.

The article presents a brief overview of the history of the development of internal medicine schools in Russia. The role of internal medicine researches Matvey Yakovlevich Mudrov and Grigory Antonovich Zakharyin in their creation is noted. The key moments of the biography of Miron Semenovich Vovsi, the founder of the Soviet internal medicine school, who made a huge contribution to the creation of the national nephrology school, are reflected. The role of M. S. Vovsi as a clinician and organizer of military field therapy is consecrated. Due to the fact that D. D. Pletnev and the Moscow scientific school had a decisive influence on the formation of M. S. Vovsi as a scientist and clinician. The article presents biographical information about D. D. Pletnev and his creative path. The issues of clinical medicine, the study of which was devoted to the scientific and professional activities of D. D. Pletnev, are consecrated. The article also provides data about the followers of M. S. Vovsi, his students, who continued the best traditions of the internal medicine school of the great teacher.

The objective of the study was to analyze the contribution of the Department of Propaedeutics of Internal Diseases at Saratov State Medical University to practical healthcare, depending on the historical context of its work. Articles contained in the eLibrary and CyberLeninka databases, as well as data from open Internet sources about the history of the department, were analyzed. The obtained data are compared with the historical events of the corresponding period. It was shown that mutually beneficial cooperation between the clinic, the department and the research institute seem to be a reliable and economical form of introducing new medical care technologies into practical healthcare.