This article considers career advancement opportunities of teaching staff in the framework of the Education national project. The role of the teacher and an innovative vision of the teacher’s professional competency are analysed. The stages of teaching career are identified and described alongside conditions for career advancement and movement up and along the career ladder.
This article focuses on new ways to improve soft-skills training as well as to teach topographic anatomy and operative surgery. A key objective of contemporary professional education, particularly, that in medicine, is to build professional and discipline-specific competencies. This, however, is not sufficient for day-to-day medical practice. To develop as professionals, students need so-called universal competencies.
Before constructing a new model of studying a discipline, it was im-portant to know what students thought of current methods of knowledge as-sessment. Two hundred seventy students were surveyed to explore their attitudes to testing, working with digital anatomical maps, and a possible improvement of the training process by using interactive 3D anatomical atlases and distance learning elements in studying clinical anatomy cases. The findings suggest that traditional assessment methods neither improve academic performance nor contribute to «knowledge longevity». Using digital anatomical maps, however, is positively associated with better knowledge of the discipline. Teamwork on clinical anatomy cases while employing interactive 3D anatomical atlases, learning surgical skills as part of a surgical team, and role reversal increase motivation and build the foundations of new clinical thinking based on a rational combination of hard and soft skills.