This research is an analysis of the ‘economic activities' of Russian police officers. ‘Economic activities' include acts defined as police corruption and police misconduct. Some of the activities are those which, if pursued in police agencies in the United States, would be defined as ‘moonlighting’. The Russian Law of the Militia defines not only police corruption and other forms of misconduct but defines and limits police participation in what would be considered legal economic activities. This law limits police ‘moonlighting’ to teaching, research or the arts. Other legitimate work such as private security, sales, etc comes to be defined as ‘misconduct’. The findings are based on surveys from 2,209 police officers stationed in eight regions of Russia during 2002. The surveys solicited self-report information on a variety of forms of police misconduct and corruption as well as attitudes concerning police misconduct and corruption and public attitudes toward police. In addition to the survey, interviews were conducted with police to gather qualitative information. The results showed that Russian police are highly involved in ‘economic’ activities in addition to their regular responsibilities as police. Many of the economic activities involve corruption. Many are those prohibited by the Law of the Militia. In fact, most of the reported activity was police misconduct created through the application of the Law of the Militia. It would not be considered illegal, immoral or unethical if the individual involved were not a police officer. This Law of the Militia plays a significant role in the institutionalisation of corruption and the creation of secondary deviance within this police force.
The article is devoted to the study of real and prospective practice of mentoring. The information base was data from the questionnaire survey of the personnel of Moscow medical organizations, carried out in 2019. The scale and character of the involvement of medical personnel in the mentoring system were studied with regards to prospective and appropriate models. The need for introduction or expansion of mentoring was compared with the available personnel potential. It turned out that doctors and nurses are involved in various types of mentoring. These are additional training in the workplace, regulated by the management, initiative assistance to youth during their adaptation, and various forms of informal transfer of practical knowledge on a wide range of issues. The demand for mentoring turned out to be higher among doctors and in hospitals. A comparison of respondents who had a mentor and who did not had one, but needed, revealed a shortage of models beyond the standard adaptation. Three groups of respondents were compared: those who were already a mentor, who would agree to become a mentor, who did not want to become a mentor. The educational and qualification level, research activities, work experience in the specialty, specifics of providing medical care with the account of complexity and responsibility were the comparison criteria. The need to introduce or expand mentoring is recognized by many respondents, and the potential composition of mentors allows us to speak about the prospects for its development.
Creation of digital space in healthcare requires linking technical changes with raising trust in information and communication technologies (ICT) and development of appropriate skills of medical workers. Digital skills are considered as an important element of the general qualification of a medical professional. The paper examines to what extent doctors and nurses use ICT in their work, whether they have sufficient competencies and what are the scope and types of training in this field of knowledge. The sources of empirical materials are databases from two surveys conducted by Rosstat in 2020, namely, Comprehensive observation of the living conditions of the population and the second round of the Statistical Observation on the participation of the population in continuing education. It turned out that most doctors used computer and other digital equipment, but a significant part of nurses (47%) did not use them. In comparison with other specialists, doctors and nurses have a very limited remote format of work that is caused by both the field specifics and lack of opportunities. About 30% of doctors and nurses did not have enough digital competencies that reduced their job satisfaction. With basic computer literacy and the Internet skills, the lack of knowledge and skills concerned the field of medical information systems and specific digital tools. Medical professionals made up for the lack of skills mainly through self-education, rather than by specialized training. For successful implementation of a large-scale state program of digitalization in healthcare, it is necessary to create a flexible system of professional development in the field of ICT, included in the general system of continuing medical education.
Introduction. The ongoing transformations of institutes for assessing the qualifications of medical specialists lead to ambiguous consequences, including the phenomena of their dysfunction. The aim of the study is to systematize the factors influencing the formation of the dysfunctions on the examples of the institute for accreditation of medical specialists and their certification for a qualification category. Material and methods. The concepts of continuing education and continuing professional development, formulated under the auspices of the United Nations, served as the theoretical basis of the study. They were the basis for the analysis of the factors causing deviations from these processes, that is, the dysfunction of the institutes for assessing the qualifications of medical professionals. The information of two sociological surveys of medical specialists employed in the system of the Moscow Healthcare Department was used, namely, a sample questionnaire survey and a survey by the method of expert interviews. Results. The factors of dysfunction of the institute of accreditation of medical specialists were identified on the basis of an analysis of the practice of continuing medical education (CME), introduced as an integral element of the transition from the institute of certification to the institute of accreditation. The main attention is paid to the shortcomings of the CME, which cause the dysfunctions of this institute. It is revealed that they are caused by an insufficiently debugged organization of the CME. The study of the work of the institute of certification for a qualification category showed that its main function, namely, ensuring permanent professional development above the accreditation level, has significantly weakened. This is confirmed by the statistics of a decrease in specialists undergoing both primary and secondary certification. One of the main factors is a violation of the incentives for professional growth. Discussion. The problems of dysfunction of qualification assessment institutes are mainly because the coordination of their elements is not sufficiently observed in the work of these institutes. Within the framework of the accreditation institute, this is reflected in the fact that the distribution of responsibilities between all the subjects of the CME is poorly coordinated. And in the work of the institute of certification for a qualification category, its fundamental differences from the institute of accreditation are erased, mainly due to symbolic surcharges for the type and attempts to replace them with incentive payments common to both institutes. Conclusion. The factors of dysfunction of the institutes for assessing the qualifications of medical specialists are systematized into main and concretized (as forms of manifestation of the main factors). The necessity of joint responsibility of the subjects of the CME for its quality, adequate to ensure the basic level of qualification, and strengthening the financial and career incentives for professional growth above the basic level, is substantiated.
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