The article describes the identification and clarification of risk prevention measures by physical culture teachers at educational institutions that are based on the methodology of personality development approach to education. The experiment included 314 students, future physical culture teachers, among them 110 girls and 204 boys aged 18 to 23. This study investigated the dynamics of the attitude towards the risk of students (by age and sex) during their stay at higher educational institutions according to a specially developed methodology that included the personal profile of G. Eisenck, the methodology "Hierarchy of Needs" modified by I. Akindinova and the questionnaire "Investigation of Preparedness for Risk » by A. Shmelev. Summarizing the study analysis results the following conclusions can be drawn: preference of risk decreases with the age; the tendency to risk is lower in more experienced future teachers than in non-experienced ones; in girls the risk aptitude is realized under more certain conditions than in boys; the risk predisposition is more pronounced in a group than acting alone and depends on group expectations. During the period of studies at higher education institutions each future physical culture teacher developed his own potential for addressing the problems associated with risk prevention, their localization, minimization and elimination.
The aim: To determine the anxiety disorders in children suffering from organic diseases and functional disorders of the respiratory tract in the clinical settings of the pulmonology department, as well as to assess their impact on disease course and quality of life. Materials and methods: 131 pediatric patients aged 6-17 years old have been studied. The patients were divided into three groups: the children with somatoform respiratory disorders (SRD) – 33,6 % (n = 44), those with bronchial asthma (BA) – 34,3 % (n = 45) and those with pneumonia - 32,1 % (n = 42). Spielberger-Khanin test questionnaire was used to study anxiety, and Nijmegen questionnaire was used to diagnose hyperventilation syndrome (HVS). Pediatric Quality of Life Enjoyment and Satisfaction Questionnaire (PQ-LES-Q) was used to determine the quality of life. Results: Severe trait anxiety was observed more often in the subgroup of children with SRD (65,9 %) than in those with asthma (40,0 %) and pneumonia (21,5 %). HVS occurred in 19.1% of patients. Direct moderate correlations were found between Spielberger scale (trait anxiety, r = 0,426; p<0,0001), (state anxiety, r = 0,393; p<0,0001) and Nijmegen HVS questionnaire, as well as inverse moderate correlations between Spielberger scale (state anxiety, r = -0,321; p<0.0001), (trait anxiety, r = -0.429; p<0,0001) and Pediatric Quality of Life Enjoyment and Satisfaction Questionnaire (PQ-LES-Q). Conclusions: Severe trait and state anxiety was found in 42,8 % and 19,1 % of children, respectively. Severe state and trait anxiety was observed more often in patients with SRD (65,9 % and 27,3 %, respectively), being twice as common in girls as in boys (57,6 % versus 32,1 % for trait anxiety and 24,8 % versus 12,6 % for state anxiety, respectively). Anxiety disorders are supposed to be the basis for HVS development and the cause of low satisfaction with the quality of life in patients with pulmonary diseases.
The materials presented in this article are the result of a documentary-bibliographic study, which is based on the use of methods of analysis
The article reveals a study of the ethical competence formation of students at medical universities. This competence includes theoretical knowledge of professional ethics, professional and ethical value orientations, moral and personal qualities and practical skills of a doctor in the professional activity. Formation of ethical competence provides for the doctor’s conscious ethical behavior in accordance with professional and ethical standards, as well as the need for professional and ethical self-improvement throughout life. The results of the study allowed to establish the availability of reserves to improve the quality of future doctors’ training and formation of their ethical competence. Taking into account the trends of globalization of the educational sphere, the impact of postmodernism on the formation and development of value orientations of student youth, the emergence of new forms of ethical values, etc., it is assumed that the this competence formation will be effective if at different stages of students’ training at medical universities there will be introduced pedagogical conditions that enhance functioning of the main subsystems of the educational process. These stages correspond to the peculiarities of students’ professional and personal development during different years of study and in view of their cognitive abilities. Experimental verification of the effectiveness of pedagogical conditions for the formation of future doctors’ ethical competence at medical universities confirmed the validity of the research hypothesis. At the same time summarizing of the research results revealed certain influence of the tendencies of traditionalism, universalism and pragmatic motives on the future doctors’ value-motivational sphere.
The article discusses the issues of organizing the educational process of interns-pharmacists using the elements of distance learning at Vinnytsia National Pirogov Memorial Medical University (Ukraine). The authors have made the state analysis of the educational process providing at different stages. It is emphasized that communication between all participants of the educational process using distance learning elements is of great importance. The authors describe technical and technological peculiarities of the organization of the educational process, formation of the personnel structure, preparation of scientific methodical and didactic materials, organization of communication at the distant stage. The ways of increasing the effectiveness of the educational process are investigated, among them: the organization of the educational process in the form of three stages (organizational setting, distance, check-and-test) with observance of clearly established training schedule; formation of an individual educational trajectory of an intern with constant monitoring of educational achievements; organization of familiarization of interns with the peculiarities of using the distance learning platform tools at the first (full-time) stage of training; updating the content of materials for independent study, practical works and tests in accordance with changes in legislation and regulatory documents; drawing of tests subjects on separate modules to tests subjects of complex examination "Elex"; changing the timing of synchronous types of educational activities (chat-seminars, webinars, consultations) to more convenient one. It has been shown that distance learning has a significant advantage over other forms of learning due to the fact that every intern has the opportunity to study at individual pace, choosing convenient time and place for work. The analysis of the results of the interns' work on separate modules and types of educational activity has been carried out taking into account changes in the educational process. The outcomes of various forms of pedagogical control presented in the article permit to trace the correlation both by separate educational disciplines and in groups of interns in general.
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