Aim. To identify psychological barriers in general professional training of doctors, expressed in mental state changes and its relationship with mastery of the disciplines of general professional training.

Material and methods. A total of 189 student volunteers from the South Ural State Medical University aged 18 to 22 years (men 58; women, 131) participated in the study. The experimental groups (EG) consisted of the first (EG-1), third (EG-2), and sixth (EG-3) year pediatric students. To study the mental state of students, the following psychodiagnostic methods were used: the Beck Depression Inventory, the SpielbergerHanin anxiety test, Heck and Hess rapid neurosis diagnosis. The determination of individual characterological features was carried out using the character accentuation method by G. Schmishek. Statistical analysis was carried out using the Mann-Whitney U-test, correlation analysis (Spearman rank correlation coefficient).

Results. During the study at a medical university, students experience changes in their individual and personal mental characteristics, which are qualitatively transformed into psychological barriers to general professional training and mastery of general professional competencies. The most "dangerous" indicator, influencing both personal well-being (mental health) and the success of general professional training of future doctors, is the predisposition of students to neurotic disorders. It increases towards the end of study at the university, which is associated with the increasing level of difficulty of the educational material, the crisis of self-identification, and problems in forming a professional orientation of a personality, and personally significant issues in employment and admission to residency.

Conclusion. There are following means of psychoprophylaxis of stress and neurotic disorders in students of medical universities: early diagnostics of neurotic disorders, psychological training on human mental health, destructive pathologies; motivation aimed at overcoming neurotic forms of response, in conditions of cooperation and mutual understanding between teachers and students; formation of mental selfregulation skills, development of a sense of humor through educational work.

This study explores how teachers' socio-demographic characteristics influence their creativity in classroom integration of Information and communication technology (ICT). Using a quantitative, exploratory methodological approach involving 110 teachers, we examined factors such as age, gender, education level, and teaching experience in relation to ICT use. multiple correspondence analysis was employed to develop a typology of innovative teachers based on these socio-demographic factors and their degree of ICT integration. Furthermore, multiple linear regression analysis revealed that socio-demographic characteristics significantly correlate with ICT use. Our final model, incorporating four independent variables — age, experience, university degree, and gender — explains 42% of the variance in teachers' ICT integration, a considerable level of explanatory power. These findings offer valuable insights for designing educational policies and professional development programs aimed at fostering creativity in ICT use, tailored to the socio-demographic profiles of teachers.

The article presents an overview of publications on higher nursing education in Russia and an analysis of the experience of Kazan State Medical University. In addition, we assessed demand for the faculty and satisfaction with the training and learning process according to student survey data.

The analysis of publications showed that higher nursing education was dictated by the healthcare system reform, the integration of Russia into the European educational and scientific space. There is a high competition at Kazan State Medical University over the past 10 years (7,51±3,3 people per place). The increase in the number of full-time students rationaled the opening of a part-time department. Survey results showed that part-time students with experience in health facilities approach study more consciously than students after school.

A summary of experience on training medical personnel in the higher nursing education program and an analysis of students' opinions on the educational process at Kazan State Medical University made it possible to propose the main ways to improve the education.

Aim. To improve the effectiveness of the formation of communication skills in medical students by means of situated and simulation-based learning education.

Material and methods. A survey of patients was conducted in order to identify the main problems of communication with doctors. Physician's behavior in situations of interaction with patients was studied. A teaching methodology for the formation of communication skills of future doctors, built on situated and simulation-based learning technologies, was developed and tested.

Results. The efficiency of situated and simulation-based learning education in forming the doctor's communication skills is substantiated, using the cases with participation of patient-actors. The content and process block includes cases developed taking into account the variability of the main psychological characteristics of patients; assessment criteria in the form of assessment checklists, including a curator's list, an actor's assessment list, an expert's assessment list; guidelines for patient-actors. The basic characteristics for simulation center management are given: briefing rooms, workplaces for experts equipped with video and audio equipment, hospital ward simulations or an examination room equipped with video cameras for expert assessment.

Conclusion. The introduction of situated and simulation-based learning education in specially created conditions increases the effectiveness of the formation of communication skills in students. The conducted analysis of academic performance showed an increase by 40%, compared with the standard practical classes with elements of roleplaying situations by students in pairs.

The article briefly examines the historical prerequisites for the emergence and development of theories of ethical principles of the work of a nurse, Russian and foreign experience. The purpose of the publication is to draw attention to the findings of new research that has been conducted in the field of humanities. New directions in the study of ethical principles are noted, which can be used by specialists in practical terms when creating the image of a nurse of the future and in educational activities.

The article examines the impact of cognitive biases on decision-making in cardiology practice and their evolutionary explanations. Cognitive biases are systematic thinking errors that, despite their evolutionary adaptiveness in the phylogeny of humans as a species, can lead to serious mistakes in medical diagnosis, treatment, and patient communication. Research indicates that the influence of cognitive biases can be observed across all medical fields. However, the specific types and manifestations of these biases can vary significantly. In cardiology, physicians are particularly prone to biases such as the availability heuristic, anchoring effect, framing effects, and overconfidence bias. Patients exhibit a heightened vulnerability to the affect heuristic and optimism bias. This study, employing an evolutionary descriptive framework, offers some recommendations for overcoming clinical bias in patient interactions and highlights the potential for practice-oriented research on this topic, especially regarding the cultural and institutional specificities of healthcare in Russia.

The history of medicine as a separate discipline was created by doctors. In the 19^th century, scientific medicine broke away from its past, and Hippocrates, Avicenna, Harvey became history, rather than foundation. The history of medicine continued to be a necessary part of medical education, helping young doctors to identify themselves in the profession, showing whom they can and should look up to in it. In the 20^th century, doctors were no strangers to the humanities, but also showed excellent examples of work in the field.

At the same time, in the 20^th century, the prevailing opinion was that objective, systematic historical analysis of medicine history was brought by professional historians. However, those who contrast "amateur" medical historians with "professional" historians who create methodologically complex studies greatly simplify the problem. The most interesting works appear at the intersection of different disciplines.

The most interesting studies of recent years have been carried out by a team of authors of different specialties. They are the ones who can bring our science to a new stage of development.

This paper analyses different approaches to historical and medical matters at the turn of the 19th-20th centuries: the methods of lecturers at the Medical Faculty of the Imperial Moscow University and the humanities course that was developed for medical students at the Imperial Military Medical Academy in St. Petersburg. Examples of the so-called "corporate" history of medicine - historical essays and anniversary publications prepared by medical societies and medical institutions - are given; the aims and objectives of such publications and the formation of the genre as a whole are considered. Along with the history of medicine for future and already practicing doctors at the turn of the 19th and 20th centuries, historical subjects also appeared in the literature on health for the people. Popularizing medical knowledge, the authors of pamphlets familiarized the public reader not only with the rules of hygiene and the basics of patient care, but also with doctors and their discoveries.

The article analyzes approaches to defining scientific and academic schools, as well as defines criteria and specifics of educational research schools of internal medicine and general practice that have developed in higher education institutions in Russia and abroad. A review of the speeches of 86 representatives of educational research schools of internal medicine and general practice at the IV International Researchto-Practice Forum "Educational Research Schools of Internal and Preventive Medicine" is given. Panel discussion meeting resolutions with the main conclusions and proposals for the development of internal medicine schools as teams of like-minded people working on the future of medical education within single educational space of physicians, internists, general practitioners (family doctors) are presented.