Background: Medical education in Kazakhstan has been literally transformed in the past 10 years. Kazakhstan inherited the Soviet-time discipline-based teacher-centered system of education when no decisions could be made independently. The curriculum was mostly governed in a traditional way, with lectures being the core, little use of e-learning tools, and assessment through oral exams and multiple-choice questions. Most of the universities still preserve the subject-based curriculum with elements of integrated learning. Methods: Being the most active member of International Space Education, Karaganda State Medical University (KSMU) took the initiative to adapt the full integrated curriculum mostly based on problem-based, team-based learning, and use of virtual patient cases. The given approach was chosen because of active involvement of our University in nine Tempus and Erasmus+projects including reforming of Public Health and Nursing curriculum, human resources development, active learning, credit mobility, and move towards autonomy of medical schools. Results: KSMU became the coordinator of two of these projects, taking its active position in internationalization of medical education. We actively use technology-based medical education, pro-actively adapting deliberate practice in acquiring essential practical skills, for which KSMU was recognized by an ASPIRE-to-Excellence Award in simulation. Conclusions: Kazakhstan hopes to become the leader in medical education in Central Asia and suggests other Universities in the area to adopt its approach to internationalization of medical education.

Lagged Poincaré plots have been successful in characterizing abnormal cardiac function. However, the current research practices do not favour any specific lag of Poincaré plots, thus complicating the comparison of results of different researchers in their analysis of heart rate of healthy subjects and patients. We researched the informative nature of lagged Poincaré plots in different states of the autonomic nervous system. It was tested in three models: different age groups, groups with different balance of autonomous regulation, and in hypertensive patients. Correlation analysis shows that for lag l = 6, SD1/SD2 has weak (r = 0.33) correlation with linear parameters of heart rate variability (HRV). For l more than 6 it displays even less correlation with linear parameters, but the changes in SD1/SD2 become statistically insignificant. Secondly, surrogate data tests show that the real SD1/SD2 is statistically different from its surrogate value and the conclusion could be made that the heart rhythm has nonlinear properties. Thirdly, the three models showed that for different functional states of the autonomic nervous system (ANS), SD1/SD2 ratio varied only for lags l = 5 and 6. All of this allow to us to give cautious recommendation to use SD1/SD2 with lags 5 and 6 as a nonlinear characteristic of HRV. The received data could be used as the basis for continuing the research in standardisation of nonlinear analytic methods.

Medical error is a significant cause of patient harms in clinical practice, but education and training are recognised as having a key role in minimising their incidence. The use of virtual patient (VP) activities targeting training in medical error allows learners to practice patient management in a safe environment. The inclusion of branched decision-making elements in the activities has the potential to drive additional generative cognitive processing and improved learning outcomes, but the increased cognitive load on learning risks negatively affecting learner motivation. The aim of this study is to better understand the impact that the inclusion of decision-making and inducing errors within the VP activities has on learner motivation. Using a repeated study design, over a period of six weeks we provided undergraduate medical students at six institutions in three countries with a series of six VPs written around errors in paediatric practice. Participants were divided into two groups and received either linearly structured VPs or ones that incorporated branched decision-making elements. Having completed all the VPs, each participant was asked to complete a survey designed to assess their motivation and learning strategies. Our analysis showed that in general, there was no significant difference in learner motivation between those receiving the linear VPs and those who received branched decision-making VPs. The same results were generally reflected across all six institutions. The findings demonstrated that the inclusion of decision-making elements did not make a significant difference to undergraduate medical students’ motivation, perceived self-efficacy or adopted learning strategies. The length of the intervention was sufficient for learners to overcome any increased cognitive load associated with branched decision-making elements being included in VPs. Further work is required to establish any immediate impact within periods shorter than the length of our study or upon achieved learning outcomes.

We propose the method to compute the nonlinear parameters of heart rhythm (correlation dimensionD2and correlation entropyK2) using 5-minute ECG recordings preferred for screening of population. Conversion of RR intervals’ time series into continuous functionx(t)allows getting the new time series with different sampling ratedt. It has been shown that for alldt(250, 200, 125, and 100 ms) the cross-plots ofD2andK2against embedding dimensionmfor phase-space reconstruction start to level off atm=9. The sample sizeNat different sampling rates varied from 1200 atdt= 250 ms to 3000 atdt= 100 ms. Along with, theD2andK2means were not statistically different; that is, the sampling rate did not influence the results. We tested the feasibility of the method in two models: nonlinear heart rhythm dynamics in different states of autonomous nervous system and age-related characteristics of nonlinear parameters. According to the acquired data, the heart rhythm is more complex in childhood and adolescence with more influential parasympathetic influence against the background of elevated activity of sympathetic autonomous nervous system.

Nowadays, Medical education in the Covid-19 pandemic poses a new challenge to explore approaches for delivering quality distance education, especially in the clinical competence assessments. Assessments of clinical competence approaches to conducting an exam, implementation of a new innovative strategy to the assessment procedure, minimize costs, and efficiency in using existing digital resources, have been revised. The study aimed to compare paper and electronic checklists used in Objective Structured Clinical Exams and assessors' self-perception of electronic checklists and technologies. Material and methods: The authors compared three types of checklists (paper, bubble, and electronic checklists) according to the following criteria: ease of use, registration, and authentication of examinees and examiners, processing of exam results, and cost benefits. Results: In the course of analysis, three versions of checklists were compared, thus identifying the advantages and disadvantages of each one, including the assessors' attitude to new technologies. Despite the high cost of the tablets compared to paper checklists, the use of tablets at OSCE had many advantages, and assessors mentioned that number of errors significantly dropped. Conclusion: Thus, digitalization of the assessment procedure helped streamline the exam process, securing evaluation data, and speeding up information processing, which significantly minimized the cost of human resources.

МОДЕРНИЗАЦИЯ ВЫСШЕГО МЕДИЦИНСКОГО ОБРАЗОВАНИЯ ЧЕРЕЗ ПОВЫШЕНИЕ ПОТЕНЦИАЛА ПРЕПОДАВАТЕЛЕЙ