Keyword: «medical education»

The purpose of this article to analyze the result of the individual approaches the step towards individualiza-tion based on the literature review in comparison with personal experience of pedagogical activity in the Medical education.

Currently, medical informatics is integrated into all areas of medicine, which sets specific requirements for medical education. Future doctor should be ready to use modern information technologies in their professional activities.

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.

The issue of ensuring a high-quality and effective process of teaching Russian as a foreign language (RFL) – the language of specialization – remains one of the central challenges in the context of modern geopolitical "shifts," which have led to an increase in the number of foreign medical students at Russian universities. The training of medical professionals requires the integration of specialized and language education, fostering not only communicative competence but also professional skills. Despite the existing interest in case technology as an interactive, "contextual" teaching method, its application in teaching RFL to future doctors remains underdeveloped, which underscores the relevance of this study. The aim of the research is to justify the feasibility of using the case-study method in RFL classes for medical students. The research methodology is based on an experimental approach, including the step-by-step development and testing of educational cases related to medicine. Based on a critical analysis of methodological approaches to designing RFL teaching tools, the authors created a portfolio of educational cases, a fragment of which is presented as an illustration of the potential for integrating case technology into the medical educational environment (the core of the case involves modeling a situation in Russian – studying a patient's medical history and its subsequent interpretation for medical practice). The study employed quantitative and qualitative data collection methods (student surveys, observation of their learning activities) and an assessment of communicative and professional achievements. It was proven that (1) cases actualize real communicative situations for medical professionals, fostering the development of professional reflection, critical thinking, and adaptive mobility among students; (2) the use of the case method increases the level of engagement for non-native speakers in the learning process and contributes to the acquisition of professional medical competences. The theoretical significance of the study lies in expanding the range of pedagogical technologies and introducing a new educational tool into RFL teaching methodology. The practical value is determined by the development of a portfolio of medicine-related educational cases that combine the traditional structure of RFL classes with innovative forms of presenting educational material, ensuring the implementation of an interdisciplinary approach to the development of communicative and professional skills among non-native speakers.