This article describes the stages of development and implementation of the entrepreneurial track within the Individual Educational Trajectories (IET) educational model for students of the Medical faculty at Sechenov University. The aim of the project is to develop entrepreneurial skills in students. The IET is based on a competency-based approach and interdisciplinarity, with a focus on the integration of biomedical and economic knowledge. The implementation of the IET demonstrates the improvement of students’ competences by increasing their competitiveness and entrepreneurial activity. This paper shows that students in the Entrepreneurship track actively engage in entrepreneurial activities and successfully apply their knowledge to create new projects in biomedicine and healthcare.

The purpose of the study is to summarize and analyze the methodological aspects of organizing educational and research work in chemistry for medical university students to improve the quality of the educational process.

Material and methods. An analysis of the methodology for organizing educational and research activities in chemistry was carried out using the example of work with students of the medical and preventive, pediatric and dental faculties studying in the period from 2019 to 2023 in the specialty program at the Department of General Chemistry of the Ural State Medical University (USMU). A survey of 395 students was conducted using the Google Forms online service. The questionnaire contained questions about the motives for participating in research work or the reasons for refusing to do so. Based on the survey results, a cluster analysis was made and the values of the motive manifestation index (I) were calculated for each study group. Pearson linear correlation coefficients were calculated to show the relationship between quantitative indicators: academic rating in chemistry, number of student publications in the first and subsequent years.

Results. Educational and research work in chemistry for first-year USMU students is built into the educational process within the framework of a variable course, and also includes extracurricular work according to an individual plan under the guidance of teachers of the department of general chemistry. The survey revealed that the most important motives for performing extracurricular research are personal (169 students, 69.5%), value (154 students, 63.4%), social (142 students, 58.4%), professional (103 student, 42.4%), communicative (90 students, 37.0%). Such motives as formal-academic and situational are relevant only for 23.5 and 25.1% of students, respectively, and a forced motive – only for 8.2%. The indices of manifestation of these motives will vary depending on the students’ chemistry rating. In the group with a “score of 3”, important motives are formal-academic (I=0.13), forced (I=0.24), and communicative (I=0.32). In the group with a “score of 4” the majority of motives are expressed: personal (I=0.34), communicative (0.27), value (I=0.50), social (I=0.26), formal academic (I=0.43). In the group with a “score of 5,” the following motives are clearly expressed: social (I=0.41), professional (I=0.35), and value-based (I=0.64). Such motives as forced and formal-academic are manifested minimally (I=0.15 and I=0.24, respectively). Among the reasons for refusal to participate in educational and research work by students, the following were indicated: lack of interest in science, free time, and in-depth knowledge of chemistry. The calculated Pearson correlation coefficients between a student’s academic rating in chemistry and his publication activity are 0.58; between the publication activity of a freshman and his publication activity in senior years – 0.76, indicate a medium and high relationship between these parameters, respectively.

Conclusion. Research work in chemistry fits organically into the learning process of USMU first-year students, which allows students to find their calling to engage in future scientific work in their professional field.

One of the problems of higher medical education is the uncertainty of the presentation of its humanitarian component, the lack of a clear understanding of the essence of filling its content. The humanitarization of education also involves the development of principles for designing an educational environment that purposefully ensures the satisfaction of professionally conditioned educational needs of students, including the formation of pedagogical competencies among graduates of residency and postgraduate studies. The article presents an analysis of the results of designing and implementing a targeted practice-oriented educational environment that ensures the formation of pedagogical competencies in the process of teaching graduate students under the program “Pedagogy and Psychology of higher education”.

“I’m a medical student and I want to be a surgeon. What shall I do to prepare for my future specialty?” Searching an answer this question is the aim of the article. Because time for learning surgical disciplines in a medical university curriculum is strongly limited students shall look for a way to develop and improve their practical skills. Possible ways include practice in simulation classes, taking a part in student’s surgical scientific groups and Olympic surgical teams, volunteering in surgical hospitals and working as nurses in surgical departments. 45 medical students and 43 surgeons were interviewed for finding their opinions about the most beneficial student’s activities for their surgical future. In some questions student’s and doctor’s points of views was drastically different. It was showed that education quality in general course in medical university is not enough and students should spend more time for self-education and study surgery. All activities for improving manual skills such as practice in simulation classes, taking a part in student’s surgical scientific groups and Olympic surgical teams were recognized as useful. Surgical experience in a hospital was admitted as the most important activity. Having surgical duties in a hospital a student can meet his future mentor – experienced surgeon who will bring up young doctor and help him to get necessary skills. This way of studying was recognized as the most effective.

The experience of teaching combat surgical trauma of extremities as part of the cycle “Traumatology and Orthopedics” on the basis of implementation of the approach “flipped classroom” to students studying at the specialty 31.05.01 Medicine is presented. The proposed system of teaching in the 10^th semester of study at the medical institute contributes to the conscious formation of PC‑4 “Able to recognize and provide medical care in emergency or urgent forms in conditions that pose a threat to the patient’s life, including the state of clinical death (stopping of vital functions of the human body (blood circulation and/or breathing)”, OPK‑4 “Able to use medical devices provided by the order of medical care, as well as to conduct examinations of the patient in order to establish the patient’s condition, the patient’s condition, and the patient’s vital functions (blood circulation and/or breathing)”. As a result of the three-stage model of teaching combat surgical trauma using the “flipped classroom” approach, the mean score of theoretical knowledge level increased from 3.9±0.7 to 4.3±0.6 points, and practical knowledge level increased from 3.7±0.9 to 4.4±0.6 points (p<0.01).

The diversity of moods and attitudes of medical students in relation to participation in the volunteer movement is shown. Two trends have been identified related to the motivation for the participation of future doctors in the volunteer movement. The first is determined by the idea of volunteering as a function of a university, the second by the idea of volunteering as an important element of the process of general and professional socialization of young people in the learning process. In relation to the first trend, four groups of medical students were identified: confident, agreeing, doubting and denying, and the second: enthusiastic, positive, neutral, negative. Each of these groups contains its own set of assessments related to the participation of medical students in the volunteer movement. The publication is based on the materials of the author’s sociological study “Medical students on the volunteer movement,” which was conducted in 2023 in 22 medical universities in all federal districts of Russia (n=819).

The article updates the problem of motivating students to professional activities within the framework of secondary medical education. The analysis of the results of the study of professional motivation of students of the specialty “Nursing” of the Sverdlovsk Regional Medical College conducted in the academic year 2023/2024 and determining the degree of their satisfaction with theoretical and practical training is presented. Based on the analysis of the data obtained, a model for the formation of motivation for professional activity was developed using the example of studying the program of the professional module PM.04. “Health care delivery, implementation of nursing care and patient follow-up for diseases and conditions”.

Ineffective career guidance is one of the factors contributing to the existence of a significant personnel shortage in healthcare. The authors have developed a career guidance program implemented within the framework of the movement “Medical Volunteers” and aimed at forming a realistic understanding of medical practice and the process of obtaining professional education among high school students. An assessment of the effectiveness of the implementation of the vocational guidance program was carried out in accordance with the criteria outlined in the methodological recommendations for the implementation of the vocational guidance minimum in general education organizations.

Relevance. Today, the comprehensive improvement of the system of higher medical education, an important part of which is scientific education, is of particular importance. In the context of the domestic tradition of training healthcare specialists, the leading role in its implementation is given to scientific medical schools, existing in conditions of self-reproduction of scientific personnel. In view of this, an important aspect of popularizing scientific medical education is to study the level of need for informing students about scientific schools.

Material and methods. A survey was conducted of 3,129 students of II–VI courses of medical, pediatric, dental and medical-preventive faculties of the Kuban State Medical University, Ministry of Health of the Russian Federation. The author’s questionnaire included two independent blocks aimed at determining the level of involvement in research activities, as well as focus on self-realization in this area within scientific medical schools, taking into account the presence of a competent understanding of them.

Results and discussion. Among future doctors, there is a relatively high level of understanding of the importance of scientific education. Common misconceptions regarding scientific schools can hinder the further scientific development of students. These misconceptions lead to the substitution of the concept of the principles of the system of scientific interaction in the research team. This, in turn, entails a loss of consistency and continuity of scientific research. There is a significant distortion of the vision of scientific schools. Often, the idea of the contribution of scientific medical schools to the development of science is limited solely to the acquisition of new scientific knowledge, which is not true.

Conclusion. Currently, there is a need to educate the younger generation of doctors about scientific medical schools. The need is determined to create an information circuit containing information reflecting current data on scientific, research, sociocultural contributions, the composition of teams and organizations serving as the basis for research. At the same time, it is necessary to consider this information not only from the perspective of the current situation of domestic scientific medical schools, but also from the point of view of history.