Аңдатпа
In the introduction, gender-based violence is examined as one of the most pressing public health and human rights challenges of the twenty-first century, associated with substantial physical, psychological, reproductive, and social consequences for women. The health-care system occupies a critical position in responding to this problem, as women exposed to violence frequently seek medical care for both acute injuries and chronic health conditions. Consequently, medical professionals are uniquely positioned to identify violence, provide first-line support, and facilitate access to appropriate services. However, this potential can only berealized if health-care providers possess adequate knowledge, skills, and professional attitudes, which are not systematically embedded in medical education curricula in many countries, including the Republic of Kazakhstan.The object of this study is thesystem of training medical professionals to respond to gender-based violence in international and national contexts. The objective of the study is to systematically analyze international evidence on educational programs designed to prepare medical professionals to respond to gender-based violence, to assess their effectiveness, and to evaluate the relevance and adaptability of evidence-based models for integration into the medical education system of Kazakhstan.The study employed an analytical design based on a scoping review approach. Publications indexed in major international bibliographic databases, as well as reports, guidelines, and training materials produced by international organizations, were reviewed. A total of twenty-six sources describing educational interventions for medical students and health-care professionals were included in the analysis. In addition, national survey data on violence against women, forensic medical statistics, regional sociological studies, and publicly available medicalcurricula were examined to characterize the Kazakhstan context.The results demonstrate that the most effective training programs share several common characteristics. These include multidimensional content addressing gender-based violence as a public health and human rights issue, the use of interactive and experiential pedagogical methods such as simulations, standardized patients, and case-based learning, and institutional integration into existing medical education structures. Such programs are consistently associated with improvements in knowledge, professional attitudes, and readiness to respond to violence, as well as with increased screening and documentation in clinical practice. Analysis of the Kazakhstan context reveals a high prevalence and low disclosure of gender-based violence, alongside fragmented educational coverage and limited institutional training capacity.In conclusion, the findings indicate that integrating gender-based violence response training into medical education represents an evidence-based and strategically important direction for strengthening the capacity of the health-care system in the Republic of Kazakhstan. Adaptation of internationally validated models, combined with contextual sensitivity and institutional support, may contribute to more effective and sustainable health sector responses to gender-based violence.Key words: gender-based violence,domestic violence,medical education,health personnel,professional training,public health.