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Aim. The article is devoted to the analysis of experience of developing and testing the system of highly qualified personnel training with pedagogical skills in residency and postgraduate education based on personalized learning. The aim was to summarize the educational experience of teachers of the Public Health Institute (Volgograd State Medical University) in personalized learning of highly qualified personnel in residency and postgraduate education.Material and methods. The use of methods of system analysis and data assessment of information obtained during theoretical analysis, comparison, grouping of data, generalization made it possible to identify a complex of pedagogical areas, structured into a system of personalized learning of medical postgraduate students and residents. The study involved 106 residents and 166 full­time and part-time postgraduate students.Results. The presented system of training of highly qualified residents and postgraduate students is based on psychological and pedagogical diagnostics of students, ensures the continuity of professional and pedagogical development, integrates the following characteristics inherent in personalized learning: motivation, joint creation, self­knowledge and social construction. Expert assessment, self­assessment of pedagogical experience results, and data interpretation indicate that the developed system has been successfully tested.Conclusion. A personalized learning system of pedagogical skills in residency and postgraduate education has been developed, where the individual trajectory of mastering professional and pedagogical competencies is determined by primary diagnostics, a set of tasks, the organization of educational process. This can be considered as the basis for improving the training of highly qualified personnel in a medical university.

Aim. The article is devoted to the analysis of the experience of developing and testing the system of acmeological training of medical university students based on the Young Teacher School technology. The aim was to generalize the pedagogical experience of the teacher curator of the School of Mastery and the Young Teacher School of the Medical University, to reveal the strategy and methods of self-development of students in the educational environment of a medical university.Material and methods. The use of methods of theoretical analysis and evaluation of information obtained in the process of studying scientific and methodological literature, comparison, grouping of data, generalization made it possible to substantiate the acmeological foundations of the Young Teacher School and the School of Mastery as an element of personalized learning for 1-5-year students of a medical university. The study involved 239 respondents — full-time and part-time students.Results. The presented educational system, based on the acmeological model of student self-development, integrates the characteristics inherent in personalized learning: self-motivation, dual desirability of the lesson, self-knowledge and self-prediction. Expert assessment (professors and associate professors of Volgograd State Medical University), and self-assessment of the results of pedagogical experience, interpretation of the data obtained in the process of questioning students, indicate that the developed system has been successfully tested.Conclusion. We developed a personalized acmeological approach to teaching medical students pedagogy, as well as teaching students of the "social work" direction disciplines, in which the individual trajectory of mastering professional and pedagogical competencies is determined by the formation of the student’s subject position, the organization of the educational process as an acmeological personalized pedagogical technology, which can be considered as an innovative pedagogical approach in medical school.

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