Higher medical education, despite some specificity of its organization, has always followed promising trends. Modern challenges inevitably transform the practice of educational interaction. The changes are related to the digital vector of transformations, the expansion of the technological component of the educational process, and the increased subjectivity of interaction actors. Rapidly changing circumstances place increasingly high demands on the teaching staff of universities, stimulating interest in the psychosomatic well-being of medical educators as a condition for effective adaptation to difficult-to-predict communication situations. The purpose of the study is to assess the state and prospects of personalizing the educational process at a medical university based on an integrative assessment of the teaching community. The results of the study made it possible to assess the significance of a personalized approach in training personnel in higher medical education, as well as to specify its risks. In conclusion, the statement is formulated about the significance of the psychosomatic well-being of medical educators in organizing personalized interactions, the indicators of which correlate with general, emotional, and volitional control.
Evgeniya V. Konischeva – PhD in Social Sciences, Associate Professor at the Department of General and Clinical Psychology, Kursk State Medical University, Kursk, Russia.
Tatyana A. Oleynikova – PhD in Pharmaceutical Sciences, Associate Professor of the Department of Organization and Management of Pharmacy, Kursk State Medical University, Kursk, Russia.
Tatyana D. Vasilenko – Doctor of Psychology, Professor, Head of the Department of General and Clinical Psychology, Kursk State Medical University, Kursk, Russia.
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DOI: 10.14489/lcmp.2026.02.pp.025-032
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