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

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 165

Ulanova AV

The article, which is devoted to the anniversary of Nikolai N. Burdenko, analyzes archival documents and reviews how the Russian school of neurosurgery was established. N. N. Burdenko (1876–1946) is an outstanding surgeon and organizer of healthcare, a founder of Russian neurosurgery, a creator of the first Central Neurosurgical Institute in the world, the director and first President of the Academy of Medical Sciences of the USSR, Colonel-General of the Medical Service, participant of four wars, Chief Surgeon of the Red Army (1937–1946), and a Hero of Socialist Labor. Having graduated from the medical faculty of Yuryev University, N. N. Burdenko was sent on an internship abroad. K. N. Monakov, a neuroanatomist and a neuropsychologist, who participated in the multidisciplinary research of the brain, greatly influenced the formation of N. N. Burdenko as a scientist. The doctor started his medical career as a military surgeon during the First World War. Severe nervous system traumas convinced N. N. Burdenko that neurosurgery needed to be established as its own scientific field. The first brain surgery clinic was opened in Moscow in 1929, whereas the Central Neurosurgical Institute was established by future Academician Nikolai Burdenko in 1932. Doctors from various fields participate in its work, forming a multidisciplinary team and creating the foundation for a neurosurgical research institution. The final achievement of the outstanding scientist was the establishment of the Academy of Medical Sciences of the USSR, opening new paths for national healthcare. The principles of the interdisciplinary approach to diagnosis and treatment of patients, laid down by Burdenko, are currently prioritized in all medical institutions of the country. The personal data sheet of People’s Commissariat of Public Health has been published for the first time.

Received: 2026-02-03

Published online: 2026-03-19

DOI: 10.24075/mtcpe.2026.03

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VIEWS 168

Shvarts GYa

This article represents the first part of a historical and biographical study analyzing the life, research, and social activity of Mikhail Davydovich Mashkovsky (1908–2002), an outstanding Soviet and Russian scientist and Academician of the USSR and Russian Academy of Medical Sciences. The early life of Mashkovsky MD has been described. The period when the Academician studied at the Faculty of Medicine of the 2nd Moscow State University (2nd MSU) is covered in detail. The effect of the fundamental Russian scientific and pedagogical schools, headed by professors Stern LS, Bogomolets AA, Zelenin VF and Spasokukotsky SI, produced on the scientific interests and clinical thinking of Mashkovsky MD has been thoroughly analyzed. This paper describes the research of Mashkovsky at the pharmaceutical department of the All-Russian Research Chemical-Pharmaceutical Institute prior to World War II and his subsequent military service as a lead front-line toxicologist. The evolution of his earliest publications and the scientific and practical impact of his original analeptic drug have been highlighted. This innovative medication significantly improved drug safety and surgical care across both front-line and rear-line hospitals.

Received: 2026-02-10

Published online: 2026-03-21

DOI: 10.24075/ mtcpe.2026.04

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VIEWS 154

Bulycheva EV, Lutsai ED

The article presents the results of an empirical study devoted to the assessment of professional competence of mid-level medical staff regarding medical waste management. 356 respondents from medical organizations of the Orenburg region were surveyed to find out the structure of professional deficiencies, to determine the list of the most challenging waste classes, and to establish the priority areas of additional professional education. Challenges in handling regulatory and methodological guidelines yielded an overall difficulty rate of 7.9% (95% CI: 5.3–11.4%), with Class G (toxic) and Class D (radioactive) being identified as the most problematic waste categories. It is explained why the modular continuing professional development programs that take into account the discovered professional deficiencies and specific activity of the nursing personnel should be developed and implemented.

Received: 2026-02-28

Published online: 2026-03-25

DOI: 10.24075/ mtcpe.2026.05

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VIEWS 185

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Popular articles

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

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VIEWS 324

Rapoport IK, Skoblina NA, Kulyapina MariaAlexandrovna

Examining the biographies of female physicians who were the first to advocate for higher education for women provides valuable insights into the history of Russian medicine. The careers of these female physicians may illustrate the changes within medical training in the late 19th and early 20th centuries, as well as their growing involvement in scientific, pedagogical, and public spheres. This study examines and analyzes the life path of Maria Veniaminovna Raskina, a graduate of the Moscow Higher Courses for Women (MHCW), that demonstrates the professional development of a female doctor who received her medical degree in the Russian Empire. To clarify biographical details, we examined open sources, family archives, the MHCW graduation photo album, publications by M. V. Raskina, and information from bibliographic databases that allows you to reconstruct her scientific interests and professional social circle. The life of a pediatrician, researcher, and high school teacher M. V. Raskina is closely connected with the establishment of Pirogov University, the origins of which date back to the Moscow Higher Women’s Courses transitioning to the Faculty of Medicine at the 2nd Moscow State University before becoming the 2nd Moscow State Medical Institute. The fate of M. V. Raskina illustrates the continuity between the MHCW and the Soviet Higher Medical School and the role of a woman in the development of Russian medicine and medical pedagogy. She was a researcher whose commitment to the profession and scientific research was demonstrated through dedicated public service.

Received: 2025-10-26

Published online: 2025-12-20

DOI: 10.24075/mtcpe.2025.26

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VIEWS 317