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Abstract

The research is based on the accomplishment experience of The international Swiss-Russian TICOM project – Transcultural Inverted Classrooms in Osteopathy and Medicine, focused on testing modern technologies for inverted classes. The investigation is dedicated to the topical issue of upgrading doctors’ vocational skills and providing medical vocational training in international context, meeting European Union demands and standards for medical workers. Modern competence-based conception of the vocational education and training integrity leads to distinguishing between hard skills and soft skills of a doctor, having to solve both bodily treatment and interpersonal communication tasks. These two groups of tasks are tightly interconnected in many ways and modes, vehemently influencing the efficiency of medical help in intersubjective and “bio-psycho-social” paradigm. So ‘medical treatment of the whole patient’ has become a point of competitiveness in vocational sphere. The complexity of the task of providing modern patient with proper medical treatment leads logically to introducing of meta-competences level of professional preparedness as a tool of vocational education expertise and designing new approaches and solutions to teaching students medical profession. At the same time new educational content demand new forms and methodology of teaching. The educational task of fostering holistic approach in doctor-topatient communication was tried in Swiss-Russian Inverted Classroom educational and research project, challenging the preparedness of medical students for vocational activity to follow such values as “openness, professional integrity, and warmth”. The analysis of effectiveness of the approach, educational form (i.e. Flipped Classroom), educational tools and techniques used is discussed in the report.

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