Distance learning (DL) is a completely new and unique form of education, which got forced to switch to by the current pandemic of coronavirus disease. Note that until now, distance learning technologies have been used at the department of general and clinical pathological physiology and some other departments of the Odessa National Medical University (ONMedU). The aim of this analytical article is to analyze the efficacy of ONMedU General and Clinical Pathological Physiology Department staff during the one and a half year period of the coronavirus infection pandemic with an accent to psychological approach to students modified teaching. The urgent need of time and the primary desire to protect students and their own lives during 2020-2021 requires us to improve our own pedagogical approaches in the further on-line teaching of students. We see success in systematic methodological work with students, the implementation of which will make it possible to evoke and increase their motivation to study histology. The importance of this methodological technique, supported in the senior years of medical universities by the integration of teaching theoretical and clinical disciplines, the approximation of teaching to specific clinical cases will help optimize the assimilation of morphological knowledge by students at least and, undoubtedly, in the near future will lead to a better assimilation of clinical disciplines. In connection with the ideas of individualized and developmental learning, the use of psychological capabilities of learning tools in the virtual environment brings both pedagogy and psychology to a new level of understanding the mediation of mental, creative, communicative and executive learning and learning activities. The use of distance learning helps the students to acquire skills of independent work, creates comfortable conditions for creativity, increases the creative and intellectual potential of the student through self-organization, the ability to interact with computer technology and make responsible decisions, creates favorable conditions for individual creative expression in the process of learning, for the development of the student's personality. The authors are convinced that the optimization and improvement of the educational process in medical universities is to draw students' attention to the problems that the medical community is dealing with on a daily basis today.
The article is dedicated to comprehension the process of technological education in relation to E-learning. The relevance of the study is determined by the situation connected with the COVID-19 coronavirus pandemic, which required various educational organizations complete transition to distance learning for an indefinite period. It is noted that various educational technologies have been gaining new implementations in the conditions of distance education. The trend towards the gradual rejection of traditional (explanatory and illustrative) teaching methods and the transition to innovative technologies that were being operated within the educational system over the past decades has undergone changes due to the widespread transition to distance learning. Traditional technology, which structure includes elements of interactivity and innovation, has proven its effectiveness in the circumstances of E-learning. The least effective ones, based on the authors’ university teaching experience were training and game technologies. The technology of developing training can be effective if a teacher meets a number of conditions, depends on methods, means, and others learning technologies. Project technology, heuristic learning, problem – based learning, case-study technology, and differentiated learning proved to be the most effective ones. It is noted that the effectiveness of technologies application in the process of distance learning largely depends on a’s teacher professionalism and creative approach. The conclusion is made about the dynamism of the educational technologies system, its dependence on the conditions of training and the rapid development of educational technologies in response to conditions changes.
In the article, the authors substantiate the methods of treatment of the most common cause of symptomatic epilepsy in adults, namely traumatic and ischemic. The complexity of treatment is the need to take into account the location and magnitude of brain damage, the severity of the pathological process, risk factors for the most symptomatic epilepsy, the presence of comorbid pathology. Also, the large number of side effects from taking antiepileptic drugs, encourages the discovery of new treatments.A method of treating post-traumatic epilepsy (PTE), in which, in addition to standard anticonvulsant therapy, other drugs were prescribed, such as: ethylmethylhydroxypyridine succinate, nootropic heptapeptide ACTH 4-10, Magnerot, ethylmethylhydroxypyridine succinate, Semax 0.1% solution.Fifteen patients with PTE and 19 patients with post-stroke epilepsy (PIE) were examined. In the process of examination of patients with PTE, the main neurological syndromes that accompany epilepsy are identified and are often combined with each other. At PIE in the anamnesis all patients had various cardiovascular pathology: cerebral atherosclerosis, arterial hypertension, diabetes mellitus, ischemic heart disease, etc.During treatment, in addition to controlling seizures, the number of complaints of cephalgia decreased, the signs of clinical depression and subjective experiences decreased.
Post-traumatic epilepsy (PTE) is a formidable and frequent consequence of traumatic brain injury (TBI) in the long term. 41 patients with PTE were examined, mostly men of working age. The time of formation of PTE after was 14.3 ± 1.4 months, which decreased depending on the severity of brain injury, the average frequency of seizures was 2.93 ± 0.8
Despite the war in Ukraine, medicine remained one of the most popular specialties for this year's applicants. Ukrainian universities should work more actively on the development of innovative solutions in the field of digitization of education, the combination of mixed and modern virtual education with academic mobility. The educational space is characterized by an increase in socio-cultural complexity, the consequence of which is the complication of relations between both Ukrainian and foreign students. With this in mind, the strategic tasks of higher education in Ukraine are the formation of multicultural relationships in the student body, since almost all student groups are multicultural. The main goal of this work is to determine the features of training foreign medical students in the multicultural environment at medical higher educational institutions. The main issue today is the problem of dialogue between cultures in a multicultural environment. The importance of this question is undeniable, since the dialogue is oriented towards the future and involves deep knowledge of the spiritual structure and intellectual system of the society with which the dialogue is carried out. Multicultural education is a process of preparing individuals for social, political and economic realities in which they gain their life experience, and as a result, the individual develops his ability to perceive a multicultural environment. One of the key principles of multicultural education and upbringing is the principle of tolerance. The foreign students education process efficacy in the created multicultural environment will be facilitated by the development of skills and interpersonal communication skills. The authors concluded that foreign students’ preparation for interpersonal communication will be hindered by organizing of their creative activity by means of interactive technologies. The development of creative abilities can be ensured through the use of interactive learning tools: solving practical medical problems, solving conflict situations with patients or colleagues, role-playing, business games, applying the project method, developing associative thinking, creative independent work. The teacher should offer students of higher education a variety of individual tasks and situations, because the more actively future doctors perform them, the better their creative abilities develop. Thus, the process of multicultural education is aimed at forming socially and professionally important qualities of an individual, at creating and expanding the circle of his relations to society, to people in the surrounding world, to himself. In view of the foregoing, we conclude that the creation of a multicultural environment in a medical institution of higher education is a necessary condition for the training of foreign students in interpersonal communication. We see the prospect of further research in defining the essence of the concept of “multicultural environment of a medical institution of higher education” and clarifying the peculiarities of training foreign students - future doctors - for interpersonal communication in this environment.
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