PEDAGOGICAL PROCESS AND INTERDEPARTMENTAL COOPERATION: FOSTERING A HOLISTIC UNDERSTANDING OF STRESS-RELATED DISORDERS AMONG STUDENTS

Abstract

The World Health Organization estimates that one in every five individuals affected by war is at risk of developing mental illness. In Ukraine, this approximately approaches to 8.5 million people. According to the Ministry of Health’s predictions for the beginning of 2023, over 15 million Ukrainians will require psychological assistance due to the aftermath of war, with approximately 3.4 million requiring medical treatment. This review presents theoretical viewpoints and practical developments on the peculiarities of the pedagogical process and interdepartmental cooperation in fostering a comprehensive theoretical and clinical understanding of stress-related disorders among students by teams from the Department of Pathophysiology, Psychiatry, Narcology, and Medical Psychology of Poltava State Medical University.
 Stress-related disorders herein defined as a set of symptoms of varying degrees of severity caused by a significant subjectively perceived psychotraumatic event are classified into three groups by their manifestations: emotional disorders, cognitive disorders, and vegetative and somatic symptoms. To effectively prevent, diagnose, treat, and rehabilitate patients with stress-related disorders, students must receive interdisciplinary knowledge and training. Physiology and biochemistry of stress are introduced to students in the first year of their studies, and pathophysiology is taught through practical and experimental approaches. Medical psychology and psychiatry equip students with the skills and knowledge required to manage psychological responses to stress and evaluate clinical symptoms of stress-related disorders. Other clinical departments also provide relevant training on this subject.
 Therefore, a systematic approach to training students in diagnosis, therapy, and rehabilitation of patients with stress-related disorders is crucial. This requires a step-by-step, interdisciplinary integration of this issue, which is well reflected in the educational and professional programs of the second level of higher education.