Aim. To provide a methodological description and rationale for the de­veloped original training session "The Role of Epidemiological Research in the Healthcare System Using Psychoemotional Stress as an Example".

Material and methods. This study used materials from a developed original training session on "The Role of Epidemiological Research in the Healthcare System Using Psychoemotional Stress as an Example" at the National Medical Research Center for Therapy and Preventive Medicine. This training session can be implemented using a multimedia presentation for residents, postgraduate students, and students enrolled in continuing professional education programs in Internal Medicine, Cardiology, and Healthcare Organization and Public Health; postgraduate medical students enrolled in Internal Medicine, Cardiology, and Healthcare Organization and Public Health; primary care physicians; directors and staff of public health and medical prevention centers; and directors and staff of healthcare authorities.

Results. Key categories are identified, the lesson structure is defined, and the learning process management is demonstrated. Particular attention is paid to the implementation of the didactic principle "Connecting Theory with Practice".

Conclusion. The training session integrates data from the largest Russian epidemiological studies (ESSE-RF and ESSE-RF2) into the specialist educational, a demonstration of their application at the descriptive statistics, work with Rosstat statistical data using information and analytical systems and the Internet, and the identification of key methodological features. It is aimed at improving the quality of training specialists in Internal Medicine, Cardiology, and Healthcare Organization and Public Health.

Aim. To identify the relationship between research activity and career expectations and value orientations among residents, as well as to develop effective ways to increase their research activity.

Material and methods. The study involved 136 first-year residents at the South Ural State Medical University and Novgorod State University. The mean age of the participants was 24,7 years; 32 were men (23,5%) and 104 were women (76,5%). The study design included both stating and forming parts. The following research methods were used: Research Potential; Career Preferences; diagnosing psychosocial attitudes of personality.

Results. Residents have a moderate scientific potential, enabling their development in the context of real-world research activities. Research activity is characterized by a more pronounced cognitive component associated with clinical thinking. Career stress is low. Residential stability and lifestyle integration are moderately significant. Career expectations are not linked to research activity or the realization of research potential. Altruistic and process-oriented values predominate. Re­sidents are focused on organizing the scientific process, are inclined toward subject-oriented research associated with clinical thinking, are more inclined to work with research results than to engage in the research process, and prefer autonomy. Research activity is not associated with altruism.

Conclusion. Physicians' career development during residency is associated not only with improving their practice-oriented professional knowledge, skills, and abilities, but also with the development of professional research activity as a career development tool and increased attention to evidence-based approaches to solving professional problems. The combination of a scientific and practice-oriented approach with an active subjective position of the resident will enable them to maintain and satisfy their interest in new professional challenges and plan for career fulfillment in the healthcare system.

Aim. To evaluate the effectiveness of introducing clinical-pharmacological problems into an electronic information-educational environment (EIEE) to develop clinical thinking in medical students studying pharmacology, as well as to analyze and summarize existing research in this area, with an emphasis on developing clinical thinking.

Material and methods. The study used the following methods: theo­re­tical analysis, structured surveys, focus groups, and interviews. Surveys were conducted annually in the Pharmacology Department among third-year General Medicine students and second-year Dentistry stu­dents of Pavlov First Saint Petersburg State Medical University. The article also presents data from preliminary student surveys conducted between 2012 and 2016, which preceded the introduction of clinical pharmacology classes within the EIEE. The results were analyzed using quantitative and qualitative analysis.

Results. A survey of students who participated in training using vir­tual clinical-pharmacological cases within the EIEE revealed a high satisfaction level with the implemented approach. Most respondents noted that this format facilitates better assimilation of the material and helps develop clinical thinking early in the course, making the learning process more interactive and closer to real professional situations. Focus groups confirmed these results, revealing that students' expec­ta­tions were fully met. Interviews with individual students yielded additional positive feedback, confirming the effectiveness of using virtual clinical-pharmacological cases in developing clinical thinking. Overall, the implementation of this method was successful, contributing to the development of key competencies and improving the quality of medical education within the EIEE.

Conclusion. The use of virtual clinical-pharmacological cases in the EIEE has demonstrated high effectiveness in developing clinical thinking in medical students. The results demonstrate a significant increase in motivation, engagement, and learning performance, as well as the development of analytical and practical skills necessary for future professional development. This method appears promising and suitable for wides­pread implementation in medical universities to improve the training of qualified specialists and adapt education to the modern requirements.

Aim. To study the effectiveness of integrating lectures into the teaching of internal medicine disciplines in medical education, focusing on de­ve­loping competencies related to empathy, communication, inter­dis­cip­linarity, and the correct and timely routing of clinical cases.

Material and methods. The project is being implemented at Siberian State Medical University, Tomsk, Russia. Students, residents, and those stu­dying additional professional education participate in integrated clas­ses combining the specialties of Hospital Internal Medicine and Hospital Surgery. Classes are conducted according to the work programs and curriculum. Case studies from real-world practice, discussions, interactive methods, and elements of problem-based learning are used.

Results. The introduction of integrated lectures improved the edu­ca­tion quality, increasing student interest and the depth of material under­standing. Students and residents noted increased motivation and the effectiveness of their independent work. The use of digital resources and the integrated lecture bank enabled in-depth study of key areas of in­terdisciplinary collaboration, such as the diagnosis and treatment of com­plex esophageal and gastric diseases.

Conclusion. Integrated lectures are an effective tool for developing interdisciplinary thinking and fostering a holistic understanding of phy­sician professional activity. They contribute to improving the quality of me­dical education by ensuring a comprehensive understanding of me­dical problems and training specialists successfully functioning in a rapidly changing healthcare.

Aim. To study the approaches of Russian medical universities to teaching the implementing and monitoring the effectiveness of healthy lifestyle and public health promotion measures and formulating achie­vement indicators in the form of knowledge, skills, and abilities.

Material and methods. Web scraping is the extraction of key professional educational programs in clinical specialties from the official web­sites of medical universities, followed by an analysis of the course syllabi, curricula, and competency matrices to identify courses in which professional competencies "Implementation and monitoring of the effectiveness of healthy lifestyle and public health promotion measures" are developed, and a comparison of competency development indicators (knowledge, skills, and abilities).

Results. A comparative analysis of competency development indicators presented in the Hygiene course syllabi for General Medicine at three Russian medical universities in the form of students' educational achievements (knowledge, skills, and abilities) does not allow us to confidently assert that graduates will develop the required competency when implementing educational programs. Moreover, at most univer­sities, this competency is developed in theoretical departments and is not covered in senior years during clinical courses.

Conclusion. The obtained data indicate a following problem in Rus­sian medical education: the lack of a unified approach across the country's universities to developing the professional competency "Implementation and monitoring of the effectiveness of healthy lifestyle and public health promotion measures" and the absence of a list of courses that graduates must complete to master this competency.

Aim. To determine the composition and content of biological disciplines in the continuing professional education (CPE) of physicians.

Material and methods. To determine whether the content of medical education programs complies with the current level of biology, an analysis of 178 educational programs for professional retraining and advanced training of physicians in 89 medical specialties was conducted. Using a content analysis method modified by A. V. Teremov, the content of the Fundamental Disciplines section was examined.

Furthermore, a comparative analysis of the qualification characteristics of specialists was conducted, revealing the importance of biological disciplines in preparing physicians for their work functions. The relationships between job functions, qualification characteristics, and the necessary knowledge of biological disciplines were identified using the following aggregations of specialties: Clinical Medicine; Health Sciences and Preventive Medicine.

The quality of the content of additional professional retraining and ad­van­ced training programs was monitored according to the following crite­ria: 1) compliance of program content with job functions and professional standards; 2) compliance of program content with clinical gui­de­lines.

Results. The study revealed the following:

— biological disciplines in CPE for physicians serve as fundamental knowledge, forming a systems approach to understanding the inter­actions between the human body and environment;

— biological disciplines, structured within a system corresponding to body organization levels (molecular, cellular, organismal, population), enable us to substantiate the mechanisms of disease etiology and pathogenesis, diagnosis and treatment of patients, and disease prevention from the perspective of a systems approach to the functions of the hu­man body as a whole;

— the composition of biological disciplines in the content of the CPE programs for physicians (Clinical Medicine; Health Sciences and Pre­ventive Medicine) is determined by the professional tasks for which physicians are trained;

— knowledge of biological disciplines contributes to the formation and development of physician qualifications, determined in accordance with the needs of practical healthcare.

Conclusion. The identified composition and content of biological dis­cip­lines in CPE for physicians helps develop physicians' readiness to sub­stantiate the mechanisms of disease etiology and pathogenesis, diagnose and treat patients, and prevent diseases from a systemsbased approach, as defined by the qualification requirements for phy­si­cians, as regulated by regulatory documents of the Russian Ministry of Health.

Aim. This study explores the introduction of innovative methods into the traditional educational process of training physicians in internal medicine specialties. These methods are aimed at improving the effectiveness of the educational process through project-based activities, flipped classroom, distance learning technologies, and the principles of personalized medicine.

Material and methods. The flipped classroom format was used, which involves students first mastering the theory independently outside, followed by practical assignments and case studies in class. Real case records and paraclinical data were used to develop analytical, critical thinking, and decision-making skills. Particular attention was paid to the study of diagnostic indices, scales, and specialized panels, such as the gastropanel, which detects chronic atrophic gastritis and assesses gastric cancer risk. Case scenarios were created to practice recognizing the early signs of serious pathologies, such as pulmonary hypertension in various diseases, including sarcoidosis.

Results. We found that the combination of traditional teaching methods with innovative technologies improves the quality of professional training for medical university graduates and students in continuing professional education. The educational process became more effective due to optimized time management, increased motivation for students and teachers, and improved communication and teamwork skills. Students de­ve­loped the ability to independently manage their time, quickly find neces­sary information, and critically perceive research data. This new approach allowed doctors to make timely diagnoses and prescribe appropriate treatment, taking into account the individual characteristics of each patient.

Conclusion. To further improve the quality of medical education, con­ti­nuing education upgrading, incorporating modern distance learning tools and interactive technologies into programs, revising the assessment system, and expanding faculty qualifications in digital lite­racy and student-centered learning are necessary. The synergistic combination of research and advanced teaching practices will significantly improve the training of qualified medical professionals prepared to address complex clinical challenges.

Aim. To evaluate the results and identified challenges associated with the initial General Medicine accreditation.

Material and methods. The results of the initial General Medicine accreditation for the period 2022-2024 were analyzed. The accreditation was conducted at the multidisciplinary accreditation and simulation center established at the Saint Petersburg State Pediatric Medical Uni­versity. The total percentage of individuals who passed each accre­ditation stage, as well as the scores for the first stage, were assessed. Statistical analysis was performed using the chisquare test.

Results. The initial number of individuals seeking initial accreditation over the three years under review was 109, 153, and 151, respectively. From this number, 48,4% of those accredited successfully completed the first stage on their first attempt. The proportion of students failing the first stage, despite three attempts, increased by 1,8 times (p<0,01) from 2022 to 2024, primarily due to international students. The overall trend of successfully completing the second and third stages in approximately 80% of cases persisted. When evaluating the results of the first accreditation stage, the percentage of excellent results decreased from 340% to 192% (p<0,05).

Conclusion. Two-thirds of the graduates who applied had positive re­sults in the initial General Medicine accreditation. Unsatisfactory results were primarily related to the first stage, with a significant contribution from international students, who require a special approach to preparation.