Methodology and Technology of Continuous Professional Education

Methodology and Technology

OF CONTINUOUS PROFESSIONAL EDUCATION

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Issue 1, 2026

Topic Didactic and organizational challenges in implementing additional professional programs for medical specialists

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Issue 3, 2024

Topic Methodology and technology of continuous professional education

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Issue 4, 2024

Topic On the 100th anniversary of Academician Yu.M. Lopukhin

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Issue 1, 2025

Topic Medical education

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Issue 2, 2025

Topic Клиническое мышление

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Issue 3, 2025

Topic Artificial intelligence in medical education

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New articles

Shvarts GYa

The second part of the historical and biographical study focuses on the mature phase of the research, organizational, and expert activity led by the eminent Soviet pharmacologist, Academician of the USSR Mikhail D. Mashkovsky (1908–2002). The longstanding experience of M. D. Mashkovsky as head of the pharmacology department at the All-Union Scientific Research Chemical and Pharmaceutical Institute during the post-war years is examined in detail, occurring against the background of the complex ideological challenges of the era. This section explores the fundamental research of the scientist, which connected experimental pharmacology with the latest global breakthroughs in biochemistry and synthetic chemistry. The paper highlights the contribution of M. D. Mashkovsky’s team to developing original domestic drugs and mastering major global generics. Particular emphasis is placed on M. D. Mashkovsky’s state and advisory roles as Chairman of the Pharmacological Committee of the Ministry of Health of the USSR, his international standing, and the unique publishing history of Medicinal Compounds, the fundamental reference manual written by the scientist.

Received: 2026-02-10

Published online: 2026-06-22

DOI: 10.24075/ mtcpe.2026.10

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Oettinger AP, Morgun AN

The article explores the current issues, risks, and methodological challenges associated with the widespread integration of artificial intelligence (AI) systems into surgical research, routine clinical surgical practice, and medical education. This paper serves as the first part of an extensive study dedicated to establishing a realistic and constructive approach to the digital transformation of surgical care. Based on the critical analysis of the ratio between technocratic optimism and the actual clinical efficacy of AI in research and surgical education, the authors assert the imperative for the medical community to shift from passive compliance with administrative and market guidelines toward actively positioning the surgeon as a qualified customer and independent expert filter for AI integration. The paper provides an in-depth analysis of the inherent technical and cognitive constraints of contemporary algorithms such as “black box” architectural opacity, linguistic and factual “hallucinations”, and the lack of causal analysis. It also uses latest international literature to outline the infrastructural and methodological barriers to integration, while highlighting the detrimental consequences of uncritically adopting large language models (LLMs) in clinical and research practice as well as training of personnel. Particular emphasis is placed on safeguarding the legal and professional status of the operating surgeon as the undisputed “captain of the ship” who bears personal responsibility for treatment outcomes and preserves the genuine humanistic and ethical foundations of medical treatment in the era of digitalization.

Received: 2026-06-10

Published online: 2026-06-30

DOI: 10.24075/mtcpe.2026.09

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Kuroedov AV, Rybakova EG

The paper examines the results of online surveys evaluating the levels of satisfaction of medical students with the quality of education, curriculum, and learning materials in ophthalmology. The survey involved 333 fourth-year students from Pirogov Russian National Research Medical University, who evaluated various parameters of the educational process using a 5-point scale. The survey aimed to identify the most engaging and accessible topics, usefulness of learning materials, and interest of students in ophthalmology as a career choice. Additionally, it was used to determine challenging topics and potential bottlenecks in the educational process. Despite high overall levels of student satisfaction with the course (84%) and the accessibility of information delivery (86%), the authors thoroughly analyzed key student requests and curriculum problem areas. The results highlight a strong preference for interactive and practice-oriented methods such as clinical case analyses (4.89 points), an eye with signs of pathology demonstrations (4.91 points), multimedia presentations, and video materials contrasted with a declining interest in traditional paper posters and writing abstracts. The study identified a critical and ambivalent attitude toward knowledge assessment through tests. The study revealed the most challenging sections to master, all of which require interdisciplinary knowledge and ophthalmoscopy skills. The sections are as follows: Diseases of the Retina and Optic Nerve (accounting for 49% of reported difficulties), Diseases of the Uvea (39%), and Refraction and Accommodation eyes (38%). The findings reveal that 15% of future physicians are unaware of the clinical relationship between ocular pathology and systemic somatic diseases, while 38% of those surveyed expressed a strong interest in ophthalmology as a future particular specialty. The obtained data justify the directions for improving the educational process such as emphasizing practice-oriented learning formats; increasing the accessibility of information delivery and student interest in studying the discipline; further development of audiovisual learning materials and online educational resources; raising students’ awareness of the role and place of ophthalmology in medical education and the professional activities of future physicians.

Received: 2026-04-20

Published online: 2026-05-15

DOI: 10.24075/mtcpe.2026.07

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VIEWS 54

Stepanova OlgaAlekseevna

The study is relevant because it is necessary to develop the pedagogical potential among medical teaching staff in the presence of updated clinical knowledge, digital transformation of education, active implementation of practice-oriented and simulation education technologies, and stricter requirements for the quality of medical personnel training. A modern medical teacher conducts educational, clinical, methodological, research and communicative activities. It requires to shift from the episodic advanced training to continuing professional development based on the diagnostics of individual needs, building an educational route and assessment of how the mastered competencies were transferred into practice. The purpose of the study was to explain in theory and thoroughly develop the model of organizational and methodological support for the continuing professional development of teaching staff at a medical university. Analysis of regulatory legal documents in the field of continuing professional education and scientific literature, a comparative analysis of professional development formats, system modeling and expert-analytical interpretation formed the methodological foundation for the study. In the result of the study, the functional and component model was obtained with the regulatory, organizational, diagnostic, analytical, project and content-based, technological and communicative, as well as result-oriented components being included. It has been shown that a teacher’s professional development is effective not due to the number of mastered additional professional programs, but due to the confirmed transfer of developed competencies to the educational, clinical, scientific, methodological and instructive activity. The model has a practical significance as it can be used while designing the system of professional development within the University, organizing mentoring, developing the individual educational routes and assessing the quality of activities performed by the teachers of a medical university.

Received: 2026-03-03

Published online: 2026-03-29

DOI: 10.24075/mtcpe.2026.06

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VIEWS 252

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Popular articles

Shvarts GYa

The second part of the historical and biographical study focuses on the mature phase of the research, organizational, and expert activity led by the eminent Soviet pharmacologist, Academician of the USSR Mikhail D. Mashkovsky (1908–2002). The longstanding experience of M. D. Mashkovsky as head of the pharmacology department at the All-Union Scientific Research Chemical and Pharmaceutical Institute during the post-war years is examined in detail, occurring against the background of the complex ideological challenges of the era. This section explores the fundamental research of the scientist, which connected experimental pharmacology with the latest global breakthroughs in biochemistry and synthetic chemistry. The paper highlights the contribution of M. D. Mashkovsky’s team to developing original domestic drugs and mastering major global generics. Particular emphasis is placed on M. D. Mashkovsky’s state and advisory roles as Chairman of the Pharmacological Committee of the Ministry of Health of the USSR, his international standing, and the unique publishing history of Medicinal Compounds, the fundamental reference manual written by the scientist.

Received: 2026-02-10

Published online: 2026-06-22

DOI: 10.24075/ mtcpe.2026.10

Comments 0

VIEWS 0

Stepanova OlgaAlekseevna

The article provides a complex analysis of pressing issues associated with the professional development of medical university teachers in the presence of modern educational challenges. The study is based on surveys of academic staff from the Pirogov University that enabled to obtain up-to-date data regarding the current state of workforce capacity. The level of possessing by teachers the key professional competencies required for effective pedagogical and scientific activity has been reviewed. Special emphasis is given to finding the needs in continuing professional education and defining the basic barriers that hinder the professional growth of medical teachers with the predominance of organizational, psychological and methodological difficulties. The obtained data were analyzed, and a number of support measures aimed at professional development of teachers, evolution of digital skills and prevention of professional burnout of teachers were suggested. The importance of creating a motivating educational environment and implementation of flexible programs of advanced training that consider not only the specifics of work at a medical university, but also individual requests and possibilities of teachers has been stressed. The study results can be useful for heads of educational organizations, experts in teaching methodology and professionals who develop workforce in higher medical education.

Received: 2025-10-13

Published online: 2025-12-18

DOI: 10.24075/ mtcpe.2025.23

Comments 0

VIEWS 417