Training of clinical laboratory professionals in Russia

Morozova, Victorija T.; Dolgov, V V; Malakhov, V. N.

doi:10.1016/0009-8981(94)90173-2

Cited by 6 publications

(3 citation statements)

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“…The specialist certificates were introduced in the late 1990s. Before that, it was usual to become a medical specialist after a target internship (1 year) or a course of primary specialization of several months' duration (Morozova et al 1994). Doctors with that kind of postgraduate training have later obtained specialist certificates.…”

Section: Chapter 8 Medical Educationmentioning

confidence: 99%

Fascism in Medicine and Everyday Life

Jargin

2024

Preprint

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Yudin SS. Metodika operacii pri ognestrelnyh perelomah bedra v usloviah sovremennoi voiny (Surgical methods for gunshot hip fractures in modern warfare). Moscow: Medgiz, 1943. Bronchial asthmaAnother method to be commented was the thoracic surgery with denervation of lungs as a treatment of bronchial asthma (Babichev et al. 1985;Gudovskii et al. 2002; Meshalkin and Alperin 1978; Smakov 1990) referred to as "the most accepted procedure" in the Instruction by the Health Ministry of RF (Health Ministry 1988). Among others, the "skeletonization" of pulmonary roots, auto-transplantation of lungs (complete removal with immediate reimplantation) (Meshalkin 1968; Meshalkin and Alperin 1978) or cross-section of trachea with

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Section: Chapter 8 Medical Educationmentioning

confidence: 99%

Fascism in Medicine and Everyday Life

Jargin

2024

Preprint

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“…This course runs between two to six years and is most often conducted in hospital laboratories and research institutions (4)(5)(6)(7)(8). This course runs between two to six years and is most often conducted in hospital laboratories and research institutions (4)(5)(6)(7)(8).…”

Section: Postgraduate Educationmentioning

confidence: 99%

Review

1997

Clinical Chemistry and Laboratory Medicine

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European experts in clinical laboratory sciences have different backgrounds, and development of expertise in this field started more than 100 years ago. Specific national activities have created the heterogeneity that now exists amongst the academic professional membership of more than 40 scientific societies in Europe. The recent political changes have in addition contributed to the rapidly changing profile of Clinical Chemistry and related fields.Based on a questionnaire answered by 31 national representatives, the past, present and future aspects of the European Clinical Laboratory are reviewed. Of the more than 30 000 members of national societies, the majority studied medicine (40.1%), chemistry (27.2%) and pharmacy (21.1%) with large national differences in relative percentages. Post-graduate education is provided by two thirds of the national societies. In most European countries the same experts cover not only clinical chemistry but also haematology, haemostaseology, immunology and transfusiology. National quality assurance programmes are said to be established in 25 countries, but mandatory in only 11 of them. Of the future challenges, the implementation of request strategies were named most often, with interpretative reports and preanalytical aspects estimated as similarly important. It was thought that information technology and new scientific developments would make the greatest impact in the coming years, with economic pressure being the major limiting factor.Despite these limitations an increase in the number of tests is anticipated by most representatives, supporting the assumption of an increasing role of the clinical laboratory in future clinical medicine.

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“…Among bridge curricula in Chinese medical schools, the medical diagnostics curriculum is a pivotal module in transforming basic science and medical knowledge into critical thinking and diagnostic reasoning and comprises of physical and laboratory diagnostics [ 1 , 2 ]. Its significance is usually more strongly perceived by medical undergraduates than by those from other health profession programs, as the latter of whom cannot be licenced for clinical practice.…”

Section: Introductionmentioning

confidence: 99%

Implementing mind mapping in small-group learning to promote student engagement in the medical diagnostic curriculum: a pilot study

He,

Wu,

Zhong

et al. 2024

BMC Med Educ

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Background Medical diagnostics is a pivotal bridge curriculum that receives much less attention from undergraduates in non-clinical medicine health profession programs with less student engagement and poor performance. Mind mapping is an active learning strategy for graphically presenting radiant thinking to culture clinical reasoning. The purpose of this study was to explore whether students’ comprehensive diagnostic skills are enhanced through increased student engagement by employing mind mapping. Methods We implemented mind mapping in small-grouped workshops with 86 junior undergraduates from preventive medicine program, for physical diagnostic sessions including physical examination (PE) maneuver, electrocardiogram (ECG) interpretation and medical history collection. We also conducted assessments of the above skills, as well as online surveys regarding their expectation on this course, self-evaluation of mind mapping in teaching and the learning process of all the modules. Results Group members employing mind mapping in all PE sessions obtained higher scores in the heart and lung systems during the PE maneuver exam. Similarly, groups that made more in-depth mind maps achieved higher scores on the ECG quiz. In addition, groups displaying mind maps for history taking from normal classes and reformed class exhibited greater completeness of medical history with both standardized patients and real patients, which was consistent with increased collection of accompanying symptoms. Mind mapping was valued by the majority of students for its benefits in terms of acquiring PE maneuver, theoretical knowledge, medical history collection and medical records writing, clinical reasoning, communication skills, sense of teamwork and cooperation, professionalism and humanistic literacy. Discussion The visual feature of mind mapping evoked extensive behavioral engagement in all groups, as did cognitive and emotional engagement, as the majority of students expressed their willingness and affective reactions. In the short term, the positive feedbacks encourage growing engagement. The continuous benefits of mind mapping require long-term observation.

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Training of clinical laboratory professionals in Russia

Cited by 6 publications

References 0 publications

Fascism in Medicine and Everyday Life

Fascism in Medicine and Everyday Life

Review

Implementing mind mapping in small-group learning to promote student engagement in the medical diagnostic curriculum: a pilot study

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