Components of educational and professional adaptation of residents: self-assessment of experience

Introduction. The relevance of ensuring the quality of training in residency as the main stage of training highly qualified medical personnel is beyond doubt, but the need for such provision is widely discussed at the level of both theory and practice. Only a combination (addition) of a number of factors can ensure the success of educational and professional adaptation in residency and, accordingly, its quality. The opinion and self-assessment of the data compiled by the residents themselves as full-fledged subjects of the educational and professional process require clarification and consideration. Purpose of the study: having identified and ranked the residents’ assessment of the main factors (components) of their own educational and professional adaptation, compare the assessment data and identify the most “vulnerable” factors that require correction and prevention. Research methods. analysis of domestic and foreign scientific literature revealing issues of training of residents and their adaptation; survey (724 first-year residents from 4 Russian medical universities: Altai (ASMU), Kazan (KSMU), Siberian (SSMU), Tyumen (TSMU)); generalization, ranking and analysis of data based on the results of the survey. Research results. Among the components of the educational and professional adaptation of first-year residents, they especially highly value the presence of awareness of the professional, ethical and deontological values of the doctor, his responsibility to patients, colleagues and satisfaction with training (noted by about 90% of respondents). The level of emotional comfort in residency was rated somewhat lower (“good” and “excellent” by almost 70% of respondents). The degree of independence in making medical decisions at the beginning of residency training is not highly rated (about 40%). One of the solutions to increase these indicators is employment based on internships. At the same time, the overwhelming majority of beginning residents were not ready to make proposals to improve the organization of their training. Conclusion. The most “vulnerable” factor in educational and professional adaptation (according to residents’ self-assessment of their own experience) is their lack of independence in making medical decisions. There are obvious problems in organizing residency training, mainly related to mentoring, which requires a comprehensive study of both the models of this organization and its assessment by all subjects of the educational and professional process in residency.