Teaching Mathematical Modeling in Epidemiology: Organizational Issues

BACKGROUND: One of the current tasks of higher medical education in epidemiology is the teaching of mathematical and statistical modeling methods for the spread of mass diseases. AIM: To investigate the existing systems of teaching mathematical modeling and forecasting, with an emphasis on agent-based simulation approaches, in medical universities compared to non-medical and technical universities in Russia. METHODS: As part of this descriptive and evaluative study, the curricula for the teaching of mathematical modeling, implemented at universities at various educational levels, were explored. The study included the curricula of non-medical universities (n = 31) and medical education institutions (n = 16). RESULTS: In medical universities, the teaching of mathematical modeling is organized at various levels, including specialist, undergraduate, graduate and postgraduate levels. The total workload of such curricula ranges from 18 to 324 hours. The following specific topics were mentioned in the thematic plans: mathematical epidemiology; the SIR model and its modifications; ordinary differential equations; machine learning and simulation modeling systems in medicine and healthcare; simulation modeling of medical and biological processes, and others. Based on the results of the study, significant differences in the organization of teaching mathematical modeling in non-medical universities were identified. CONCLUSION: Various levels of education in medical universities include certain aspects of forecasting and modeling the spread of infections. There is a substantial potential for teaching relevant topics in residency and postgraduate programs. In medical universities, mathematical modeling in the field of preventive medicine and epidemiology serves as a tool to foster intellectual curiosity, promote the development of thinking, positively impact the professional orientation of future health system specialists, and contribute to the mathematical component of professional competence in medical education.