Pre-professional Training Research Articles

Las prácticas preprofesionales en la formación psicopedagógica ¿Revisión, supervisión o covisión?

This paper arises from a research that aims to build knowledge about learning experiences, paths, and psychopedagogical interventions in pre-professional training practices. The strategy to approach the study is the open qualitative interview, administered to students and graduates, to analyze a category constructed from the repeated reading of the field records: Pre-professional practices in psychopedagogical training, with emphasis on the sub-axis referring to the accompaniment and the possibilities of reviewing these practices. Focusing on practices means addressing complex events that confront students with decisions characterized by the uniqueness of their journeys. Follow-up and accompaniment require a space to listen to obstacles, advances, and setbacks, failed and accurate interventions: the review -supervision or co-vision- of the psychopedagogical practices that are carried out individually or in groups in the context of institutions.

The work of a prospective high school teacher in pre-professional training in highlighting mathematical knowledge

This article aims to identify the knowledge that enables a prospective secondary school teacher to mobilize number sense components during a pre-professional practicum. Using a qualitative case study approach, four classroom episodes focused on fractions, percentages, and algebraic language are analyzed. The study involves one prospective teacher and 23 students from a multi-grade school in central-southern Chile. The analysis integrates teacher’s specialized knowledge and mathematical working spaces to explore how these frameworks inform the teacher’s knowledge. The findings reveal that the teacher employs personal theories, real-life examples, and graphical aids to enhance students’ understanding, though there is a reliance on rules and algorithms. While specialized knowledge aids in teaching, there is less emphasis on fostering students’ conceptual understanding and judgement. The study recommends improving teacher training programs to better equip prospective teachers in grasping number sense components, highlighting the need for more focused training on its development.

Early intervention speech-language pathologists’ beliefs and practices related to assessing dual language learners

IntroductionEarly intervention (EI) speech-language pathologists (SLPs) are required to provide culturally and linguistically responsive assessments for dual language learners (DLLs). However, SLPs consistently report feeling underprepared to assess DLLs and research demonstrates gaps in implementation of best practices in pediatric outpatient and school-based settings. This study was designed to understand EI SLPs’ beliefs and practices related to assessing DLLs referred to early intervention programs. MethodsA total of 132 EI SLPs completed a survey in which they were asked to describe their assessment procedures for a DLL case scenario and were further asked to identify the degree to which they agreed with a variety of assessment practices for assessing DLLs. ResultsResults revealed that EI SLPs’ beliefs aligned with best practices for assessing DLLs. However, substantial gaps exist between EI SLPs’ beliefs and their self-reported practices for assessing DLLs. ConclusionsThese results suggest DLLs may not be receiving evidence-based EI assessments, leading to the potential perpetuation of both over- and under-diagnosis of speech and language delays within this population. Implications include the need to increase the quality of EI SLPs assessment practices through additional training, the removal of systems-level barriers, and the continued need for increased training within preprofessional training programs.

Updates on Clinical Language Sampling Practices: A Survey of Speech-Language Pathologists Practicing in the United States.

Language sample analysis (LSA) provides many benefits for assessing, identifying therapy goals, and monitoring the progress of children with language disorders. Despite these widely recognized advantages, previous surveys suggest the declining use of LSA by speech-language pathologists (SLPs). This study aimed to provide updates on clinical LSA use following the recent introduction of two new LSA protocols, namely, the Sampling Utterances and Grammatical Analysis Revised (SUGAR) protocol and the Computerized Language Analysis KIDEVAL program. Survey data from SLPs practicing in the United States (N = 337) were used to examine rates of LSA use, methods, and protocols. Factors predicting LSA use and reported facilitators and barriers were also examined. Results indicated that 60% of SLPs used LSA in the past year. LSA skill level, training, and serving preschool or elementary school children predicted LSA use, whereas workplace, caseload, and years of experience were not significant predictors. Most SLPs reported using self-designed LSA protocols (62%), followed by Systematic Analysis of Language Transcripts (23%) and SUGAR (12%) protocols. SLPs who did not use LSA reported limited time (74%), limited resources (59%), and limited expertise (41%) as barriers and identified additional training on LSA computer programs (52%) and access to automatic speech recognition programs (49%) as facilitators to their adoption of LSA. Reported rates of LSA use and methods were consistent with previous survey findings. This study's findings highlight the ongoing needs for more extensive preprofessional training in LSA.

The mediating role of mobile learning motivation in the relationship between pre-service teachers’ digital literacy and pre-service teacher identity

AbstractThis study is significant as it seeks to establish the connection between the digital literacy levels of pre-service teachers and their teacher identities while also examining the mediating role of mobile learning in this relationship. Additionally, it explores the impact of pre-service teachers’ digital literacy and learning motivations on their professional success. This study’s findings can potentially transform the way we prepare pre-service teachers, emphasizing the critical role of digital literacy and mobile learning in their professional growth. The research was conducted meticulously using relational scanning, a method that allows for exploring relationships between variables, and Process macro analysis, a statistical technique for examining complex relationships. Data were collected using the Mobile Learning Motivation Scale (MLMS), Early Teacher Identity Scale (ETIM), and Digital Literacy Scale (DLS). Three hundred forty-four pre-service teachers participated in the study, ensuring a robust dataset. The study revealed several key findings. Firstly, a positive correlation exists between pre-service teachers’ digital literacy levels, teacher identities, and mobile learning. Secondly, an increase in digital literacy levels positively impacted teacher identity. Thirdly, mobile learning was identified as a mediator in the relationship between digital literacy and teacher identity. These findings underscore the potential of mobile learning to enhance the development of teacher identity and digital literacy, highlighting the importance of incorporating these skills into the pre-professional training of teachers.

Формы профессионального самоопределения и самореализации обучающихся в системе дополнительного образования детей (из опыта работы ГБУ ДО «Дворец творчества детей и молодёжи Минпросвещения КБР)

The article examines the possibilities and conditions of institutions for additional education in the formation of professional self-determination of children and youth in the process of pre-professional training, analyzes issues on the organization of professional selfdetermination. Examples of forms and methods of career counselling are given, a wide range of variable educational programs focused on deep research and creative work with children is analyzed. Revealing the potential of additional education, the author identifies positions that assist students in choosing a profession, and also concludes that the use of additional classes in various types of creative activity is an important condition for professional self-determination of students and development of positive personality qualities. Early career counselling helps the child to determine his place in the future and succeed as a person.

Identifying and navigating suspected serious pathologies: New-graduate physiotherapists' perspectives and developmental needs

BackgroundPhysiotherapists in Australia play a vital first-contact role in identifying suspected serious pathologies and navigating their management pathways. Current literature highlights challenges faced by physiotherapists including implications of ineffective identification and management of suspected serious pathologies, yet the perspectives of new-graduate physiotherapists related to this area of practice remain unknown. ObjectiveThe aim of this study was to explore new-graduate physiotherapists’ perspectives and developmental needs related to identifying suspected serious pathologies and navigating their management pathways in patients with musculoskeletal complaints. Designand Method: A qualitative study using a reflexive thematic analytical approach was undertaken. Eighteen semi-structured interviews were conducted. Thematic analysis was utilized on the interview data. ResultsFour key themes were generated: (1) Physiotherapists as advocates; (2) Navigating uncertainties and complexities; (3) Safe and accessible workplace support builds confidence; and (4) Importance of direct learning opportunities. ConclusionNew-graduate physiotherapists recognize their imperative role as first-contact practitioners in identifying and navigating suspected serious pathologies yet also experience significant uncertainties. The findings highlight key developmental needs, including supportive workplaces, established referral frameworks and direct learning opportunities during pre-professional training.

УЧЕБНИК ПО ЛИТЕРАТУРЕ КАК ИНСТРУМЕНТ ПРЕДПРОФЕССИОНАЛЬНОЙ ПОДГОТОВКИ ИНОСТРАННЫХ СЛУШАТЕЛЕЙ НА ДОВУЗОВСКОМ ЭТАПЕ ОБУЧЕНИЯ

This article discusses the issues of teaching humanities to foreign students of additional educational programs. The authors share their experience of teaching literature to students of philology at the pre-university stage at the Institute of International Education of Voronezh State University. The relevance of the article lies in the characteristics of the language of the specialty in the field of literary studies. The relevance of this article is to identify the features of pre-professional training in the literature of foreign students at the pre-university stage of education. The authors emphasize the need to form the language of the specialty among foreign students-humanities, along with students of other fields. A brief overview of productive techniques and methods of teaching the discipline "Literature" in a foreign audience is given. The authors pay special attention to the practical significance of the textbook "Literature. Fundamentals of the Theory and History of Russian Literature", developed and published at the Institute of International Education. This publication is an effective and modern tool that allows you to form the language of the specialty of foreign students-humanities during the pre-university stage of training. The textbook on literature is universal in content for different specialties of humanitarian orientation. It also contains a system of methodological tools that form students not only the basics of the specialty language, but also language and speech competencies. In conclusion, the authors share the results of further training of graduates of additional educational programs.

Аэрокосмос и геопортальные технологии в дополнительном образовании для школьников

The issues of the development of aerospace education in the context of expanding the practical use of the results of space activities are especially relevant for modern society today. The article discusses some possibilities of using information and geoinformation technologies for the development of schoolchildren, the problems of early career guidance of schoolchildren and the formation of their foundations of technical thinking and self-knowledge experience. Additional education in the field of aerospace technologies is primarily aimed at identifying and developing the abilities of schoolchildren, at their pre-professional training, as well as at involving schoolchildren in engineering education. An approach to the use of information technologies in the additional aerospace education of schoolchildren is proposed. The project provides for systematic, consistent work aimed at professional orientation and training of schoolchildren in the use of geoinformation technologies to solve cognitive tasks.

Level of resilience in nursing students doing their pre-professional internships at a university in northern Lima

Resilience is a capacity for adaptation and coping that nursing students have during their pre-professional training period, therefore, the objective of the study is to determine the level of resilience in nursing students doing their pre-professional internship at a university in North Lima. It is a quantitative, descriptive, cross-sectional and non-experimental study, with a population of 80 nursing students, who completed a questionnaire of sociodemographic data and the Connor-Davidson resilience scale. In their results, 14% (n=11) of the students have low resilience, 21% (n=17) medium resilience and 65% (n=52) high resilience. In conclusion, it is necessary the implementation of psychoemotional support programs when students perform their pre-professional internships, since this allows the strengthening of well-being generates and thus strengthens their resilience.

Профессиональная компетентность педагога допрофессиональной педагогической подготовки школьников: разработка уровневых показателей

The relevance of the problem is determined by the general trends of pre-university education in the Russian Federation and the need to ensure the professional self-identification of school students in social and pedagogical professions, the creation of a network of psychological and pedagogical classes, which makes it essential to assess the teachers’ readiness to implement the ideas of pre-professional pedagogical training of school students. The purpose of the article is to develop and describe the level indicators for a teacher of pre-professional pedagogical training of school students. As the leading approach to the problem evaluation, a systemic approach was used, which made it possible to study the professional competence of a teacher within the context of the complex pre-professional training system. We have studied the professional competence of the teacher at the metasystemic level (following Belkina and Tsirulnikova’s classification, in which the subsystemic (intrapersonal) level, infrasystemic level (educational institutions), systemic level (social institutions) and metasystemic level (social and cultural pedagogical space) are distinguished in the system of pre-professional pedagogical training of school students). We regard teacher’s professional competence as a causal superstructure of universal pedagogical competencies acquired by students of psychological and pedagogical classes. As a result, the structure of the competence of the teacher of pre-professional pedagogical training of school students has been defined, competence levels have been identified, indicators for each level have been developed and described. The proposed materials fill to a certain extent the gaps existing in scientific studies in regards to the content and indicators of the competence of the teacher (trainer) of pre-professional pedagogical training; they may be applied in further scientific and methodological development of diagnostic tools and training programs for teachers of pre-professional education.

Racial Colorblindness in Speech-Language Pathology Students

Purpose: Implicit racial biases have been documented across a variety of allied health professions and training programs. The purpose of this study was to examine implicit racial bias within speech-language pathology (SLP) students by evaluating their attitudes towards statements reflecting racial colorblindness. Method: Fifty-nine students currently enrolled in an SLP program completed the Color-Blind Racial Attitudes Scale (CoBRAS; Neville et al., 2000) via an online Qualtrics survey, comprised of three subscales: Racial Privilege, Institutional Discrimination, and Blatant Racial Issues. Results: Results suggested that although 67% do not endorse colorblind statements on the CoBRAS, 33% of the students either agreed with colorblind statements (18%) or indicated neither agreement nor disagreement with colorblind statements (15%). Colorblind statements related to Racial Privilege (e.g., Everyone who works hard, no matter what race they are, has an equal chance to become rich.) were rejected less frequently (55%) than statements related to Institutional Discrimination (68%; e.g., Racial and ethnic minorities in the U.S. have certain advantages because of the color of their skin.) or Blatant Racial Issues (79%; e.g., Racial problems in the US are rare, isolated situations.). Conclusion: Voluntary self-examination of implicit racial bias within any pre-professional training program is a difficult, but important step towards addressing issues of systemic racism prior to entering the field. This study is the first to do so within speech-language pathology. Although data indicating relatively high rejection of colorblind statements found in this study are promising, students did not uniformly reject colorblind statements. Such response variation provides a foundation to further educate SLP students about implicit bias and its potential to impact one’s cultural responsivity.

Освітньо-виховна діяльність у спеціалізованих дитячих художніх закладах Поділля другої половини XX століття

The article is devoted to the coverage of educational activities in spe­cialized children's art institutions of Podillia in the second half of the twentieth century. Solving the complex tasks of integrating art educa­tion into the European educational space is impossible without a thor­ough study of one's own historical past, familiarization with the legacy of the teachers-artists who stood at the origins of art education in Podil­lia. The problem of educational activities in specialized children's art in­stitutions in Podillіa is quite urgent. In modern society, among educa­tional institutions that perform the educational and educational function of artistic direction at a high level, few can compete with the work of children's art schools. Art education in Podillіa has historical traditions and is important to study. The analysis of archival sources and periodi­cals of the studied period allows us to state that only from the second half of the XXth century. the first children's art schools appear in Podillіa, in particular Buchachska, Vinnytsia, Kamianets-Podilska, Khmelnytska and Ternopil. Research into the history of practical training in artistic educational institutions of Podillia showed that drawing, painting, com­position, sculpture, art history were key and were studied in all schools, which means that regardless of the settlement and the teaching staff, professional training was conducted at a high level. and all schools pro­duced highly qualified pupils and future artists. It has been proven that the main program tasks set by teachers of art schools included learning the basics of fine art, developing spiritual qualities and understanding beauty. The implementation of these tasks took place through tradi­tional and innovative forms and methods of education. Classes in the subjects «drawing», «painting», «composition» and «sculpture» were classes of artistic research, because the students acquired not only pro­fessional skills, but first of all, learned to think outside the box and fan­tasize. An equally important task for teachers of art schools was the de­velopment of imagination, creative thinking, visual memory of students, using a variety of art materials and techniques. It has been proven that the system of consistent development of art education was laid as the basis of education in schools, namely, the foundation was laid for the successive transmission of the traditions of a realistic depiction of the world to future generations, and the implementation of pre-professional training. It is proven that the main principle of the educational process – the unity of learning and creativity – was formed in the period under con­sideration. We consider the analysis of the formation and development of professional art education in Podillіа to be a perspective for further research.

Vocational Guidance in Schools as a Factor of Social Stratification: New Practices in the Russian Education System

The world of work is undergoing changes, necessitating a new approach to guiding school students in their career choices by the government, society, and businesses. In recent years, numerous initiatives have been implemented to expand young people's exposure to various professions. However, there is still no clear nationwide plan for establishing partnerships between schools and representatives of the real economy in terms of vocational guidance. Today's youth require organised career guidance support because relying solely on the experience of parents and previous generations when choosing a profession is no longer sufficient. During the Soviet era, the state played a more significant role in ensuring the welfare and social protection of workers, while industrialisation provided universal career trajectories and clear guidelines on preferred professions and education. Today, individual human capital has become a crucial resource for social mobility and high-paying jobs, and the growth of the service sector and technological progress have elevated the demand for highly skilled labor rather than specific professions in certain economic sectors. The first part of the article focuses on reviewing important questions that need to be addressed when considering this issue. Is there a need for centralised efforts by society and the state to organise vocational guidance activities and assist teenagers in choosing a profession today? What is the transformation of the discourse on school vocational guidance in post-Soviet Russia? In the second part of the article, based on the results of a pilot study on the opinions of young men and women in Moscow, the embodiment of educational priorities in actual practice is analysed. The author concludes that the problem persists in the sense that school vocational guidance experiences are still unequal and strongly tied to pre-professional training, initially built on disparities in opportunities to explore professions, particularly in STEM fields.

Study of teachers’ readiness for tutoring support of pre-professional programs for students of psychological and pedagogical classes

Introduction. Pre-professional pedagogical training of schoolchildren is a relevant issue of international educational policy, since it ensures students’ early professional self-determination based on the principle of individualization and stepwise inclusion in the profession. Obviously, it is necessary to develop a mechanism of support for high school students’ professional self-determination and to organize their psychological and pedagogical training with the use of tutoring and mentoring technologies when implementing individual preprofessional programs. The paper aims to present the results of the study of teachers’ readiness for tutoring support of pre-professional programs for students of psychological and pedagogical classes, as well as to reveal promising ideas and directions for professional training. Materials and methods. The study, aimed at assessing the level of teachers’ readiness for tutoring support of pre-professional programs for students of psychological and pedagogical classes, involved 74 teachers from educational organizations of higher and general education in Chelyabinsk (Russian Federation). The generalization and reflection of their own pedagogical experience made it possible to identify diagnostic tools for revealing the components of teachers’ readiness. Results. Using the developed diagnostic toolkit for determining the level of teachers' readiness for tutoring support of pre-professional programs, it was revealed that only 16.6% of teachers were ready for this activity. A low level of the cognitive-practical component of readiness was revealed in 56.7% of teachers, which is related to insufficient theoretical knowledge and practical skills of tutoring support. The motivation-value component was formed only in 18.9% of teachers who consistently showed interest in tutoring support and understood the importance of tutoring activity in the pre-professional training of schoolchildren. The analysis of the results of the reflexive component showed the basic level of teachers’ readiness (47.3%) and, as a consequence, sufficient skills of organizing reflexive activity in different situations of communication with students of profile classes in the process of mastering the future profession. Conclusion. The results of the empirical study show the relevance of the need to optimize the content and forms of retraining and advanced training of teachers implementing tutoring support for pre-professional programs and individual routes for students of psychological and pedagogical classes. It is required to shift the focus from formal organizational functions to targeted tutoring functions, assuming individualization and personalization of high school students’ professional self-determination.

«Обучение в сотрудничестве» как технология профориентационной работы со школьниками на базе педагогического университета

The aim of the study is to assess the nature of the impact of the work formats used as a part of the collaborative learning technology aimed at creating conditions for the pre-professional training of schoolchildren at a pedagogical university. Based on a quantitative and qualitative analysis of the survey data of the participants of the School for Young Teachers, the paper specifies the influence of the used variants of interaction for different ages on the formation of a positive emotional response and attitude of schoolchildren to the field of pedagogical activity under consideration as an individual professional and educational priority. The scientific novelty of the study lies in clarifying the importance of using the collaborative learning technology as a strategy of polysubject communication and activity in solving the problems of career guidance work with schoolchildren in the format of the School for Young Teachers, namely, in differentiating high school students’ emotional attitude to the proposed options for the interaction with peers, students and teachers, aimed at introducing them to the system of knowledge, skills, related to the choice of profession in the field of pedagogy. As a result, it has been shown that the collaborative learning technology has a significant potential in the organisation of career guidance work with students on the basis of institutions of higher professional education, associated with pronounced social and psychological benefits and a general positive perception by schoolchildren focused on the choice of pedagogical activity.

Current issues of specialized education in the field of sports

The article is devoted to the topical issue of defining the essence of specialized education in the field of sports. The general trend of the development of the senior school is its focus on specialized training, orientation on wide differentiation, variability, multi-specialty, integration of general and pre-professional education. Specialized education is one of the key areas of modernization and improvement of the education system of our country. The model of specialized education in the conditions of specialized sports school can have different forms of organization. According to its structure and tasks, it is based on a certain profile, which involves accentuated study of a cycle of related subjects: basic, specialized and elective courses. Regarding to physical education, the basic general education subject is physical culture. Physical culture as a component of general culture lays the foundations for the preservation of health and the development of all its components, uses a comprehensive approach to the formation of mental and physical abilities and skills, improves physical and psychological training for active life, forms priorities for health-oriented physical lifestyle and provides a general cultural personality development. In the conditions of the specialized school of sports profile, it is possible to implement the tasks of specialized education according to kinds of sports in-depth study. In-depth study of sports is carried out either according to special programs and textbooks developed for a specialized subject, or according to the modular principle. In general, specialized education in the conditions of a specialized sports school should be aimed at general personality development, physical and psychological training of pupils, acquisition of general educational profile and initial pre-professional training in the field of physical education.

The role of service providers' linguistic backgrounds on assessment of multilingual children.

Cultural and linguistic competencies play a critical role in speech-language pathology services when working with people from diverse linguistic backgrounds with communication disorders (CD; Hopf etal., 2021). The personal experiences of speech-language pathologists (SLPs) influence their cultural and linguistic competence skills. Training programs that consider these personal factors might address the unique needs of the SLPs based on their experiences. The current research explores the connection between the linguistic backgrounds of the SLPs and the challenges and needs they reported while assessing multilingual children with CD. This study uses a survey method for documenting and comparing 105 SLPs with varying linguistic backgrounds - monolingual, bilingual, and multilingual - on their reported challenges and needs associated with evaluating communication abilities in children from multilingual families with CD. Although all the SLPs worked with children from multilingual families, their linguistic backgrounds introduced differences in their clinical assessment opinions. Across all SLPs in the study, common challenges were the limited availability of interpreters, dedicated assessment materials, multilingual clinical supervisors, and pre-professional training opportunities. This study provides valuable information on the effects of linguistic backgrounds on the clinical opinions of SLPs and alludes to the importance of personal experiences on clinical practices. Future research that examines other personal factors and their effects on the SLPs' clinical opinions and practices will help the development of evidence-based cultural and linguistic competence training programs.

Design of pre-professional pedagogical training of schoolchildren in an educational organization

The solution of the problem of teaching staff, the quality of their professional activity depends largely on the organization of pre-professional pedagogical training of schoolchildren who consciously choose the profession of a teacher and strive to achieve their goal. The article defines the concepts of "pre-professional pedagogical training", "design", examines the essence of design in an educational organization, determines its relationship with other similar concepts (modeling, design, programming, planning). The importance of pedagogical design is emphasized for the unification and development of cooperation of interested subjects (teachers, children, their parents, specialists, teachers of pedagogical universities and colleges) in the process of developing the concept and program, plans for pre-professional pedagogical training, projects providing continuous pedagogical education. The functions of design (analytical, prognostic, developing, integrating, etc.) are considered, the characteristics of projects (concept, model, program, plan, route) are proposed, the principles that must be followed in the design of pre-professional pedagogical training (forecasting, self-development, motivational support, interaction, the subjective position of adults and children in the design process are determined, technological efficiency, continuity, systematicity and cyclicity). Based on the analysis of the results of many years of experimental work, the stages of designing pre-professional training of schoolchildren focused on the teaching profession are proposed, a brief description of the actions of adults and children in the process of project development is given.

Creation and implementation of a progressive model of medical staff training in the Republican Medical College of the Ministry of Health of the Udmurt Republic

The article presents the experience of the Autonomous Professional Educational Institution of the Udmurt Republic «Republican Medical College named after the Hero of the Soviet Union F. A. Pushina of the Ministry of Health of the Udmurt Republic» (hereinafter — APEI UR «RMC of the MOH UR») to improve the efficiency of training specialists with secondary medical education. Aim. To study the experience of the APEI UR «RMC of the MOH UR» in improving the efficiency of training specialists with secondary medical education from the stage of pre-professional training of high school students of general educational organizations to postgraduate education. Results. The analysis showed an increase in the number of students trained in the main vocational training programs in the medical field as part of the implementation of the republican project «Medical Classes» for the period from 2019 to 2022, as well as an increase in the number of applicants to medical educational organizations from among them, which indicates a high effectiveness of pre-professional medical training. Individual work with senior students, aimed at getting acquainted with the working conditions in medical organizations of the republic, can increase the motivation of graduates to find employment in a specific workplace and prevent the phenomenon of «early disappointment in the profession». In modern conditions, there is a high need for the implementation of continuous professional programs in forms that allow minimizing the distraction of specialists from the labor process during the training period. The change in the needs of medical organizations in the types and forms of postgraduate training of specialists led to a change in the structure of the State assignment of the APEI UR «RMC of the MOH UR» for the provision of educational services, the need to improve part-time and distance forms of implementing programs using e-learning and distance learning technologies. Conclusion. The results of the analysis indicate the need to improve the system of medical education in terms of expanding the coverage of long-term (at least a year) career guidance projects for high-school students of general education schools; to more actively involve healthcare professionals in the educational process as mentors, internship supervisors, field practice leaders, etc.; to focus on practice orientation of continuous professional education and development of distance learning technologies.