Distance educational technologies in the system of during education for physical experts of the bureau of medical and social expertise: possibilities and prospects

Authors:

Rodionova Anna Yuryevna – PhD in Medical sciences (Cand. Med. Sci.), Associate Professor of the Department of Therapy 1 of the Institute of Additional Professional Education, Albrecht Federal Scientific and Educational Centre of Medkal and Social Expertise and Rehabilitation, 50 Bestuzhevskaya Street, 195067 St. Petersburg, Russian Federation; e-mail: a.rod84@mail.ru; https://orcid.org/0000-0002-0186-7621.

Makarova Olga Vladimirovna – PhD in Medical sciences (Cand. Med. Sci.), Associate Professor of the Department of Therapy 1 of the Institute of Additional Professional Education, Albrecht Federal Scientific and Educational Centre of Medical and Social Expertise and Rehabilitation, 50 Bestuzhevskaya Street, 195067 St. Petersburg, Russian Federation; e-mail: olgamak2012@mail.ru; https://orcid.org/0000-0002-1849-0648.

Stolov Sergey Valentinovich – Grand PhD in Medical sciences (Dr. Med. Sci), assistant professor, Head of the Department of Therapy 1 of the Institute of Additional Professional Education, Albrecht Federal Scientific and Educational Centre of Medical and Social Expertise and Rehabilitation, 50 Bestuzhevskaya Street, 195067 St. Petersburg, Russian Federation; e-mail: sv100lov@gmail.com; https://orcid.org/0000-0002-3431-1224.

Sokurov Andrey Vladimirovich – Grand PhD in Medical sciences (Dr. Med. Sci.), Associate Professor, Director of the Institute of Additional Professional Education, Albrecht  Federal Scientific and Educational Centre of Medical and Social Expertise and Rehabilitation, 50 Bestuzhevskaya Street, 195067 St. Petersburg, Russian Federation; e-mail: ansokurov@yandex.ru; https://orcid.org/0000-0002-3736-2895.

Travnikova Nika Germanovna – PhD in Psychological sciences (Cand. Psy. Sci.), Associate Professor, Deputy Head of the Institute of Additional Professional Education, AlFre^t Federal Scientific and Educational Centre of Medical and Social Expertise and Rehabilitation, 50 Bestuzhevskaya Street, 195067 St. Petersburg, Russian Federation; e-mail: nachotdel@yandex.ru; https://orcid.org/0000-0001-8410-6360.

Ivanova Natal’yaViktorovna—Deputy head of the Department of Scientific Activity, Albrecht Federal Scientific and Scientific and Educational Center of Medical and Social Expertise and Rehabilitation, 50 Bestuzhevskaya Street, 195067 St. Petersburg, Russian Federation; e-mail: nivanova2504@yandex.ru.

Ivanova Inna Igorevna – junior researcher of Design and Engineering Department in Institute of prosthetics and orthotics, Albrecht Federal Scientific and Educational Centre of Medical and Social Expertise and Rehabilitation, 50 Bestuzhevskaya Street, 195067 St. Petersburg, Russian Federation; e-mail: reabin@center-albreht.ru.

Annotation:

Introduction. Distance learning technologies are a popular method in the continuing professional education of physicians. However, this format currently poses a number of challenges, primarily in terms of the quality of knowledge, skills, and abilities acquired.

Aim. The aim is to analyze the practical application of distance learning technologies implemented in the training of general practitioners (specialists of the Bureau of Medical and Social Expertise) at the Department of Therapy N 1 of the Institute of Additional Professional Education of the Albrecht Federal Scientific and Educational Centre of Medical and Social Expertise and Rehabilitation.

Materials and methods. The forms, methods, means and ways of organizing training in the cycles of professional retraining and advanced training of medical and social expert physicians – therapists at the Department of Therapy 1 for 2024 and the first half of 2025, completed within the framework of the state assignment, were studied.

Results. The duration and timing of training sessions are tailored to the region’s geographic features, social factors, epidemiological factors, and the individual pace of student learning. A training plan is developed, specifying specific deadlines for assignments and time for online classes with the instructor, which is adjusted as necessary. When filling sections (modules) with educational material in the electronic information and educational environment, their practical relevance to work in a medical and social expertise bureau is taken into account. The educational material is updated in a timely manner. A blended distance learning format is used, including synchronous and asynchronous learning. Written simulations (the clinical-expert case method) are actively used for teaching and assessing acquired knowledge. Continuous and productive feedback is provided to students, and attendance and academic performance are monitored. As part of progress monitoring and knowledge assessment, students complete independent work in the form of writing expert cases and individual rehabilitation/habilitation programs for individuals with disabilities, followed by instructor review and error analysis, both individually and in groups. A popular and engaging teaching method for students is conducting online clinical expert reviews on the most relevant nosologies in the practice of medical and social expertise.

Discussion. Current realities dictate the need for a flexible approach to shaping the educational trajectory of medical experts in continuing professional education. Partially utilizing distance learning technologies, coupled with an effective and well-thought-out organization of the educational process, helps maintain students’ interest in learning and ensure monitoring of attendance and academic performance.

Conclusion. In the continuing professional training system for medical experts at medical and social expertise bureaus, the use of distance learning technologies in conjunction with traditional teaching and methodological tools (in-person communication between instructor and student) is effective.

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