Methodology and Technology of Continuous Professional Education

Methodology and Technology

OF CONTINUOUS PROFESSIONAL EDUCATION

Log In Registration RU

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

Comments 0

VIEWS 83

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

Comments 0

VIEWS 83

Rapoport IrinaKalmanovna, 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

Comments 0

VIEWS 93

Zakharova IrinaAleksandrovna, Kovtyukh GS, Falaleev PI

The article considers the fundamental issue of inseparability of professional training and moral development within the system of higher medical education. The relevance of the study is driven by the challenges of the 21st century such as rapid expansion of information technologies, advancement of artificial intelligence and commercialization of healthcare. It necessitates the need to foster stable ethical guidelines among future specialists. It is explained that a modern medical career demands a synthesis of specialized knowledge and a broad, human-centric thought, ensuring both high performance and a strong sense of social duty. Particular emphasis is placed on analyzing the pedagogical and philosophical heritage of Pirogov NI. A detailed analysis of Pirogov’s concept of universal human upbringing is presented. The text highlights Pirogov’s focus on fostering inner human growth and cultural awareness, prioritizing it over narrow specialization. The article demonstrates how these ideals have been consistently upheld across generations of prominent Russian medical practitioners such as Mudrov MY, Petrov NN and Petrovsky BV, forming the foundation of the national deontological doctrine. Considerable attention was directed toward effective implementation of “Pirogov’s spirit” tenets within the modern academic landscape of Pirogov Russian National Research Medical University. It is concluded that fostering a new generation of medical intellectuals necessitates a synthesis of science, culture, and upbringing, ensuring they blend professional innovation with traditional humanistic values.

Received: 2025-04-13

Published online: 2025-05-10

DOI: 10.24075/mtcpe.2025.24

Comments 0

VIEWS 77

Bulycheva EV, Trofimova OlgaVladimirovna, Lutsai ED

This paper outlines the experience in development and implementation of a framework designed to equip mid-level health professionals in the Orenburg region to deliver medical aid in emergency situations. In 2025, the Nursing Department of the Orenburg State Medical University of the Russian Ministry of Health implemented a highly adaptive framework to train nurses and paramedics. This innovative methodology integrated interactive lectures, practical clinical simulations, collaborative workshops, and a structured feedback loop. Based on the initial questionnaire, key knowledge and skill gaps were identified such as triage, care for radiation and chemical injuries, management of traumatic shock and crush syndrome. The final survey showed high listener satisfaction, with 95 % awarding a top score of 5, and 100 % readiness to recommend this training to colleagues. Research substantiates the need for an adaptable educational framework and participatory instructional strategies to better equip professionals for crisis scenarios.

Received: 2025-11-13

Published online: 2025-12-24

DOI: 10.24075/mtcpe.2025.25

Comments 0

VIEWS 102

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 104

Potekaev NN, Vasenova VYu, Shmakova AS, Petunina VV

The national goal of the Russian Federation to ensure free mastery of additional qualification by students urges universities to reorganize vocational training under the Priority 2030 program due to large groups, lack of time and shortage of personnel. In the article, experience in using the flipped classroom, digital educational resources (DER), remote technologies and e-learning at different stages of Cosmetology and Esthetics academic program mastery is summed up. Usage of DER as synchronous cyclic visualization of on-screen manipulations during skill mastery through practice did not only enrich training but also promoted proper control of manipulations by a teacher within large groups. The paper highlights the most important issues that arise during preparation and implementation of the program such as teaching techniques for setting up lessons and selection of supplies. Practical experience shows that a qualified teacher can control manipulations of fourstudents who work simultaneously; when there are more than four students, an effective classroom is not built.

Received: 2025-06-01

Published online: 2025-12-11

DOI: 10.24075/mtcpe.2025.12

Comments 0

VIEWS 582

Shahabov IV, Taratukhin EO

he article reviews the studies using mindfulness-based methods while teaching medical students. Some studies show that medical students often experience higher stress levels compared to other students and the population. Deontological requirements increase educational burden. Thus, the risk of burnout, depression, and other negative symptoms significantly hinders opportunities for meaningful learning, in particular when it comes to communication, empathy, and self-efficacy. Using different approaches in various countries showed that the mindfulness-based method could effectively enhance emotional well-being of students. It is recommended to use this method in educational practice.

Received: 2025-05-17

Published online: 2025-12-11

DOI: 10.24075/ mtcpe.2025.10

Comments 0

VIEWS 764