2020 № 2 Personnel education for digital healthcare and professional standards analysis
Most important task of healthcare is medical service continuous improving through implementation of new technologies. Modern technologies development is largely based on big biological data analysis. Ability to fully utilize modern technologies requires as new level of training for medical personnel, so reconsidering of professional standards with paying more attention to scientific and technical development.
Materials and methods: Physicians going through professional skills improvement process were questioned, professional standards, legislation for medical services and education were investigated.
Results: conclusions made on physicians readiness for work at digital healthcare system and on concordance of existing pro
fessional standards to healthcare development trends.
Conclus ion: scientific and technical aspects of physicians education have to be enforced, education time for physicians working at high-tech healthcare segment should be increased, research activity should be included into professional standards for some specialties.
Modern healthcare develops towards neuronet based big data analysis digital technologies implementation. Healthcare becomes more technologized and scientifically capacious. Information volume increase requires more teaching of skills for obtained within personalized digital medicine development data mining and interpreting; professional standards widening for personnel providing medical service at this field.
2020 № 3 Opinion of medical students on the use of simulators in the classes
The aim of this work was studying the opinions of students of a medical institute about the use of simulators and simulators
in practical classes. Methods: a questionnaire consisting of 24 points was compiled. The survey was conducted among 150 students from 2 to 6 courses of 30 people from each course at the Medical Institute of the Belgorod State National Research
University. Statistical analysis was carried out using the program Statistica 6.0. Results: The respondents believed that simulators
should be used for training in the following way: 92% of respondents answered «must constantly», “-«did not need» – 2%, «did
not answer» – 6%. Moreover, this percentage did not have significant differences in courses and sex. 89.3% of respondents considered it necessary to use mannequins (simulators) for teaching technical skills, 82.6% considered it important to use simulators to improve these skills. Most of the students in our study (96%) believed that the use of simulators should begin with a 2–3 year course. By training format, 64.7% of students believed that from 3 to 5 students per simulator were acceptable and the ratio of teacher to student 1:6–8. The respondents answered to the question «What is your motivation for using simulators?»: «skill development » – 89.3%; «good mark» – 59.3%; «learn about a rare pathology» – 47.3%; «feedback» – 31.3%; «training for accreditation» for students of all courses – 30.7%, while 100% of 6th year students gave a positive answer. Conclusions: Students appreciate simulator training in the form of small group classes. Most students believed that the use of simulators should begin from an early stage of training. Students are ready to use simulation equipment, but only as part of practical exercises in various disciplines.
2019 № 3 Medical Informatics in modern higher medical education
The article is about the problems of teaching medical Informatics in accordance with the changing requirements of
standards of higher medical education and the labor market. The changes in the teaching of medical Informatics over the past 20 years are considered. A draft work program for this discipline is proposed that takes into account current trends in healthcare informatization.