Methodology and Technology of Continuous Professional Education

Methodology and Technology

OF CONTINUOUS PROFESSIONAL EDUCATION

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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 128

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 127

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 121

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 138

Kostyuchenko MV

The article addresses the urgent issue of organizing and optimizing first aid training for academic staff with non-medical education to ensure compliance with occupational health and safety regulations. The practical results of executing an 18-hour advanced training program are presented. The program embraces asynchronous remote theory and two-day full-time practical intensive course using the simulation technologies and validated four-step method. A survey of a representative sample of learners (n=188 out of 542 graduates) was utilized during the study to describe in detail the psychological, organizational, cognitive, and social-personal barriers encountered during the training process. The implemented methodology yielded significant results. Thus, the proportion of participants who felt confident that they could administer first aid safely increased from 11.2 % to 92 % (with 42 % being absolutely confident). The study explains why hybrid learning is effective and why annual support measures are required to maintain strong practical skills.

Received: 2026-01-25

Published online: 2026-03-17

DOI: 10.24075/ mtcpe.2026.02

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VIEWS 132

Kuroedov AV, Obrubov SA, Rybakova EG, Volobueva TM, Lobanova IV, Romanova TB

The article presents the cases of problem-based learning in ophthalmology with research tasks and students serving as study subjects. Problem-based learning requires selection of a problematic topic or issue, description of the basic facts, and teaching students how to solve problems independently through discussion. This article presents student-driven research on eye health, visual function, and digital visual syndrome, followed by an analysis of the findings. As practice shows, this type of training in medical universities builds independent problem-solving skills and boosts student interest and motivation. It helps learners understand and remember what they have studied better. When students review and talk about their own test results, they revise the topics devoted to visual functions, refraction, eye accessory diseases, how the use of screens impacts vision, and why vision gets worse.

Received: 2026-01-21

Published online: 2026-03-14

DOI: 10.24075/ mtcpe.2026.01

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VIEWS 121

Rodoman GV, Kharitonov SergeyViktorovich, Demidova TatyanaValentinovna

The article is devoted to the analysis of the scientific, clinical, pedagogical and organizational activities of Professor Valentin Mikhailovich Buyanov. The article provides an overview of profound contributions of the Professor and his research group to heart surgery, pancreatic care, endoscopic and ultrasound imaging, practical lymphology, as well as purulent and septic surgery. The key milestones in VM Buyanov’s career are outlined, detailing his studies in aortic prosthetics and establishing guidelines for applying flexible endoscopy in emergency medical settings. The role of the Professor and his followers in the development of surgery of the abdominal cavity and peripheral vessels, diagnosis and treatment of purulent and septic diseases is shown. VM Buyanov made significant contributions to both the research and teaching efforts as Head of the Department of General Surgery of the Therapeutic Faculty of the Second Moscow Order of Lenin State Medical Institute (2-nd MOLSMI) named after NI Pirogov, which is currently known as Pirogov Russian National Research Medical University. The text emphasizes the current evolution of the VM Buyanov scientific school at the Pirogov Russian National Research Medical University. Operating within the Department of General Surgery, the team is led by Professor GV Rodoman and actively preserves the clinical, academic, and scientific traditions established by VM Buyanov. The text details the activities of the departmental team at Moscow clinical bases, where they implement programs in minimally invasive surgical techniques, lower extremity vascular surgery, and coloproctology development. The document outlines the staff’s contributions to international scientific literature and their participation in worldwide surgical associations. The authors emphasize the need to uphold the continuity of prior research and to implement Professor VM Buyanov’s scientific discoveries into contemporary clinical practice and educational programs. Since 2024, the Department of General Surgery at the Pirogov University Institute of Surgery has been officially renamed in honor of Professor VM Buyanov, recognizing his profound impact on Russian healthcare.

Received: 2025-11-13

Published online: 2025-12-22

DOI: 10.24075/mtcpe.2025.27

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VIEWS 264

Morgun AN

The article explores the crisis of lacking the meaningful connection between teachers and students as a systemic problem of modern higher education. The author shows that current Russian legislation, specifically Federal Law No. 273-FZ, establishes the subject-object educational model, where a teacher is perceived as a mere service provider, whereas the student is treated as the only beneficiary of the educational outcome. A codification vacuum is observed. Under these conditions, any alternative models of educational relations (dialogue-based, intersubjective, event-related) are still not institutionally conceivable. Surveys of global and domestic literature indicate that existential separation is a systemic effect of the dominant subject-object educational model. This challenge is addressed through personal theories rather than established standards. Building an intersubjective (shared) academic community in a single cultural and semiotic space of the university is a practical solution to the existing challenge. An empirical study of the motivational and value profiles among medical students (n=659), utilizing k-means method, that either foster or obstruct the development of an educational community, highlights distinct divisions within the student population. Thus, the ontological group (49.4%) shares the semantic foundations of education and is ready to work together as members of a community; the inverse group (50.6%) exhibits instrumental alienation through utilitarianism or conformism. It is concluded that establishing an educational community cannot be a universal strategy and demands an individual approach. The regulations establishing the codification foundations for securing educational environments and overcoming institutional alienation are being examined.

Received: 2025-11-25

Published online: 2025-12-24

DOI: 10.24075/mtcpe.2025.28

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VIEWS 263