UDC 378::61
DOI 10.20339/AM.06-26.108
Alexander P. Anishchenko, Cand. Sci. (Pedagogy), D.Sc. (Biology), Docent, Head of the Department of UNESCO, physical upbringing and healthy lifestyle, Russian University of Medicine of the Ministry of Health of the Russian Federation; https://orcid.org/0000-0002-7924-8505, e-mail: Alxanichenko@gmail.com
Konstantin V. Zorin*, Cand. Sci. (Medicine), Docent, Department of UNESCO, physical upbringing and healthy lifestyle, Russian University of Medicine of the Ministry of Health of the Russian Federation; https://orcid.org/0000-0001-8819-6818, е-mail: zkv1000@yandex.ru
Victor A. Toporkov, D.Sc. (Philosophy), Docent, Department of UNESCO, physical upbringing and healthy lifestyle, Russian University of Medicine of the Ministry of Health of the Russian Federation; https://orcid.org/0000-0001-5483-1668, е-mail: toporkov@msmsu.ru
This article examines the specifics of medical education in the context of the transition to the concept of 4P-medicine. It also analyzes the historical background to the development of the 4P-approach in Russian medicine in the 19th century. The following methods were used in the work: study and analysis of specialized literature, synthesis, modeling, comparison, generalization, system analysis, theoretical knowledge. The authors conclude that it is necessary to transform educational programs, implement interdisciplinary approaches and introduce new teaching technologies to train medical personnel from a 4P-medicine perspective. Therefore, the vector of development of the national education and healthcare system should be a synthesis of the best traditions of the Russian medical school and international achievements.
Keywords: M.Ya. Mudrov, higher medical education, pre-revolutionary Russian medicine, 4P-medicine, ethical and pedagogical continuity
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