Qualification profile and professional competence of major medical professions in relation to FSES-3: psychological and pedagogical aspects and problems
Clinical medical education at the undergraduate level of education involves the development of the curriculum according to body system: neurology, cardiology, pulmonology, gastroenterology, urology, endocrinology, immunology, that generally causes no doubt from a practical point of view, since these departments exist in medical universities to train students and retrain doctors at the doctors improvement faculty. While improving this part of the curriculum of medical education, the authors proceed from the premise that its content, being internalized by the students, serve a function of guidance and control in the future professional activities of doctors. The development and improvement of medical practice, along with other conditions, involves the assimilation of the previously considered system of logical concepts, including categories of inductive and deductive nature, that in its own integral subject matter should be the subject of a special study with independent application to specific clinical material. Creating a qualification profile pertinent to particular profession (therapeutics, general practitioner) provides objective start to creating work programs and curriculum, and then come over to psycho-pedagogical rationale of the formation of required knowledge, skills, competencies.