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The paper describes the features and components of the academic course content and teaching techniques aimed at forming the pedagogic position (a set of pedagogical knowledges, skills, competences, values, and attitudes) of a doctor in young resident physicians. This position contributes to an effective health-oriented lifestyle dissemination and adoption, especially in patients with chronic diseases. It reflects a new perception of physician’s vocational duties, including care for patients’ life and their need for psychological support. Biopsychosocial approach to health and disease was chosen as a conceptual core of the academic course content and methodology design, specially elaborated to unite pedagogical aspects of the physician’s job with the clinical ones. The set of methods aimed at doctor’s pedagogical position formation and development of professional reflection, values and attitudes included lecturing, interviewing, case studies and clinical cases analysis, discussion, questionnaires, brainstorming, trainings and testing. Eighty-six resident physicians were observed within this study. Such components of the pedagogic position as knowledges, skills, attitudes and motivation showed more dynamics, whereas personal traits were seen as a more static and stable component of the pedagogic position in resident physicians. A remarkable divergence of progress was elicited between doctors of various specialties.

The article considers vocational and pedagogic position reflection as an important component of medical vocational continuing education of doctors. According to the general hypothesis of the study, a special program for training vocational and pedagogic position reflection can contribute positively to medical caregivers’ vocational performance in treating patients, who experience troubles with medical compliance and adaptation to the disease. The key methods of the study include a literature survey and theoretical elaboration of the concept of the vocational and pedagogic position of a doctor reflection, meanwhile, the empirical research is based on formative pilot experiment, preceded and followed by testing medical learners’ personal reflexivity readinesses (by using Karpov’s questionnaire). The medical caregiver’s ‘reflective ability’ (Bogin) was considered as a source of doctors’ professionalization. Reflexivity was regarded as a key component of doctors’ preparedness to show empathy and to provide proper pedagogic support for hemodialysis patients, receiving audio-therapy. The results of the study show significant positive dynamics in learners’ cognitive sphere and critical thinking development, a high level of performance in role-played solving educational training healthcare cases, meanwhile personal reflexivity measurements have shown no statistically significant differences after training (according to Student’s t-test). The latter experimentation result testifies the personal nature of the reflexivity feature.