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Developing medical education capacity in Russia: twenty years of experience

机译：在俄罗斯发展医学教育能力：二十年的经验

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Background The partnership between Yale University (USA) and Kazan State Medical University (KSMU, Russia) was established in 1996 and transitioned to Western Connecticut Health Network (WCHN)/University of Vermont Robert Larner, M.D. College of Medicine (USA) in 2012 with the goal of modernizing medical education at KSMU primarily through introduction of the American medical education structure, role modeling, and educational capacity building. It was centered on the formation of a select group of Russian junior faculty members familiar with American medical education who would then initiate a gradual change in medical education at KSMU. Here we describe the 20 year partnership, rooted in local capacity building, through which a sustainable, mutually rewarding international collaboration was established. In addition, we evaluate the program’s outcomes and impact on medical education at Kazan State Medical University, and assess its influence on Russian program participants. Methods Senior residents and faculty were sent to KSMU to conduct teaching sessions with local faculty and trainees. Their responsibilities included familiarizing Russian colleagues with specific topics in clinical medicine, importing knowledge about the basics of teaching, clinical epidemiology and evidence based medicine, and creating, in consistency with the American model, a “Clinical Teaching Team Structure” that integrates patient care with clinical education. Furthermore, 44 of selected KSMU members, including 13 junior faculty (29.5%), 14 clinical PhD students (31.8%), 12 interns/residents (27.3%), and five medical students (11.4%), were trained at Yale/WCHN or one of their major affiliated community hospitals for a period of 1 to 12 months for a total of 844 participant-weeks of training. Results Thirty (68.2%) individuals who were trained in the U.S. are currently working in Kazan primarily as faculty at KSMU. Among them, three trainees (10%) have become heads of their department, eight (26.7%) hold senior faculty positions, and two (6.7%) have clinical and educational administrative leadership positions. Two major clinical departments have adopted the “Clinical Teaching Team Structure.” As a result of the collaboration, three teaching courses – Evidence-Based Medicine, Tropical Medicine, and HIV/AIDS Medicine – have been designed and incorporated into the curriculum. Conclusion This partnership has been instrumental in introducing the American medical education model and expanding the medical knowledge of faculty, residents, and students of KSMU on infectious diseases, HIV/AIDS, tropical medicine, renal diseases, and global health topics. Capacity building through the Yale/WCHN-KSMU exchange program has greatly contributed to the quality of medical education at Kazan State Medical University.
机译：背景耶鲁大学（美国）和喀山国立医科大学（俄罗斯KSMU）之间的合作伙伴关系于1996年建立，并于2012年过渡到西康涅狄格州卫生网络（WCHN）/佛蒙特大学罗伯特·拉纳大学医学博士（美国） KSMU实现医学教育现代化的目标主要是通过引入美国医学教育结构，角色模型和教育能力建设来实现的。它的重点是组建一支由熟悉美国医学教育的俄罗斯初级教师组成的小组，然后由他们开始在KSMU进行医学教育的逐步变革。在这里，我们描述了建立在地方能力建设基础上的20年伙伴关系，通过这种伙伴关系建立了可持续的，互惠互利的国际合作。此外，我们评估了该计划的成果和对喀山国立医科大学医学教育的影响，并评估了其对俄罗斯计划参与者的影响。方法将高级居民和教职员工送到KSMU与当地教职员工和受训人员进行教学会议。他们的职责包括使俄罗斯同事熟悉临床医学的特定主题，导入有关教学，临床流行病学和循证医学的基础知识，并与美国模式保持一致，创建“临床教学团队结构”，将患者护理与临床教育。此外，在耶鲁大学/ WCHN培训了KSMU选定的44名成员，其中包括13名初级教师（29.5％），14名临床博士学位学生（31.8％），12名实习生/住院医师（27.3％）和5名医学学生（11.4％）。或其主要附属社区医院之一，为期1到12个月，共接受844周的培训。结果目前有30名（68.2％）在美国接受培训的人员主要在喀山工作，担任KSMU的教师。其中，三名培训生（10％）担任了系主任，八名（26.7％）担任高级教职，两名（6.7％）担任临床和教育行政领导职务。两个主要的临床部门采用了“临床教学团队结构”。通过合作，设计了三门教学课程-循证医学，热带医学和HIV / AIDS医学-并将其纳入课程。结论该伙伴关系有助于引入美国医学教育模式，并扩大KSMU的教职员工，居民和学生在传染病，HIV / AIDS，热带医学，肾病和全球健康方面的医学知识。通过耶鲁大学/ WCHN-KSMU交流计划进行的能力建设极大地促进了喀山国立医科大学医学教育的质量。

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