СОВРЕМЕННЫЕ МИРОВЫЕ ТЕНДЕНЦИИ РАЗВИТИЯ ВЫСШЕГО МЕДИЦИНСКОГО ОБРАЗОВАНИЯ В США, ВЕЛИКОБРИТАНИИ, ФРАНЦИИ И КИТАЕ

Abstract

Introduction. Higher medical education is one of the most sought-after and elite degrees worldwide. Systems of higher medical education differ from country to country, although they have certain features in common. Core differences are as follows: Training duration at various stages, contents of educational programs, learning technologies, etc. Much attention is paid to physicians training, which is determined by the high social significance of medical education. Aim: To provide an overview of the contemporary global trends in the development of higher medical education in the USA, Great Britain, France, and China. Materials and Methods. World literature was analyzed on trends in the development of higher medical education. Results and Discussion. Development of the healthcare system in the UK requires an integrated approach that considers various aspects in higher medical education, personnel policy, and workplace management. French healthcare system is experiencing various problems, such as the affordability of medical services and staffing shortages in remote regions. The Government of France shall continue to invest in healthcare and address the challenges to ensure universal access to quality medical services, including through its higher education system. US medical education keeps pace with the challenges healthcare systems are facing in the 21st century. To address today’s challenges, US medical education is taking a more interdisciplinary and inclusive approach, focusing on public health, interdisciplinary teamwork, and community-based training. Chinese medical universities pay more attention to practical skills and to integrating various disciplines in training, which allows graduates to be the best medical experts able to solve complex practical problems. Conclusions. Global trends identified herein in the development of higher medical education in the USA, Great Britain, France, and China require reflection, while the best practices should be introduced into the Russian system of higher education. However, approaches to be implemented should be first adapted to the historical, cultural, social, geographical, political, and other realities of Russia.