The integration process of information technologies and medicine has led to the formation of cyberspace. As a result of the research, the factors of positive and negative socio-technological impact of information technologies on the discourse of health care actors were identified. Positive impact factors include the possibility of continuing medical education, reduced time spent on virtual consultations, the possibility of creating social networks, communication, and the availability of specialized medical information to patients. Negative impact factors: the problem of self-diagnosis and self-treatment, the possibility of patients receiving incorrect information on the Internet, ineffective diagnostics in virtual consultation, and patients’ distrust of the health care system.

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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.

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