Ivan Aksenenko

The shortage of paramedical personnel in organizations providing medical care in recent years has necessitated the involvement of students who have not completed six years of medical school in professional activities. At the same time, they have not mastered the full set of competences, and they can acquire and develop these competences, being in the “red zone” mode, only remotely. The national project "Digital Economy in the Russian Federation up to 2025" involves the introduction of digital technologies in all spheres of life, including education. Entering the era of COVID-19, education has undergone changes in the way information is presented, the nature of learning activities and the amount of information for students to study. The purpose of the article was to develop a technology for teaching students of medical universities, which makes it possible to effectively form their readiness for professional activities, including the case of distance learning. To achieve this goal, we solved the following tasks: confirmation of the lack of medical personnel and the need for students to study disciplines remotely; search, analysis of ways to form readiness for professional activity; search and analysis of the currently available pedagogical means of providing the educational process and their potential to remotely develop the competences specified in the federal educational standard for the specialty; proposal to improve information tools for use in the process of training future doctors and working university students. The competence-based approach has become the leading approach to the study of the problem. In the course of the study, the following methods were used: the method of analysis, the method of comparison, the method of expert assessment and the survey method. An analysis of the report of the Ministry of Health of the Krasnoyarsk Region in 2021 confirmed the shortage of medical personnel in the Krasnoyarsk Region (in 2020, medical organizations in the Krasnoyarsk Region are not staffed with nursing personnel by 31.1%). Based on the results of the analysis of digital tools, a model of an interactive site with a voice module was chosen for description and further improvement for students of a medical university. The theoretical significance of the article lies in the addition of technical means of interaction between a teacher and a student in a medical university. Scientific novelty lies in the development of criteria for the pedagogical effectiveness of the information learning environments technology. The list of means used in medical education to support the educational process has been identified and evaluated. The percentage of pedagogical effectiveness of the technology proposed by us is calculated. Combining experience in medicine, education and information technology will allow us to develop a plan for further research within the framework of a competence-based approach. The results of the study can be used in medical universities of the country.