Abstract
This article is investigating the comparative analysis of anatomical, physiological, and psycho-emotional adaptation indicators of 100 male and 100 female first-year students of the international medical faculty in Osh, Kyrgyzstan. Control groups have consisted of 100 male and 100 female local students of the same age, residing in the Osh city and region. Anthropometry is determined by 50 indicators, such as bio-impedance analysis of body composition, functional tests with exercise, and breathe holding. In addition, the girls underwent an assessment of sexual development according to Tyner. The psychological state was assessed using the Lüschers color test and Spielberger’s questionnaire. The features of anthropometric indicators for students from India are shown as a shorter length of the body, shoulder, and legs, greater waist coverage, an increase in the thickness of the skin folds of the abdomen, increased fat mass and delayed sexual development, anxiety, frequent and longer colds. Functional tests for breath holding and physical activity revealed less reserve capacity in foreign students. This requires the development of rehabilitation programs for foreign students, starting from the first year.
Highlights
The first year in the university seems to be the most critical for adaptation because of the large numbers of possible adjustments [1], characterized by a transition of students into independent life with increased mental activity, responsibility, changing of work mode, food, rest, and sleep, as university students’ level of life satisfaction can be predicted by their anxiety and depression level, sex, and socio-economic level [2]
The features of anthropometric indicators for students from India are shown as a shorter length of the body, shoulder, and legs, greater waist coverage, an increase in the thickness of the skin folds of the abdomen, increased fat mass and delayed sexual development, anxiety, frequent and longer colds
Functional tests for breath holding and physical activity revealed less reserve capacity in foreign students
Summary
The first year in the university seems to be the most critical for adaptation because of the large numbers of possible adjustments [1], characterized by a transition of students into independent life with increased mental activity, responsibility, changing of work mode, food, rest, and sleep, as university students’ level of life satisfaction can be predicted by their anxiety and depression level, sex, and socio-economic level [2]. The adaptation of students to the educational process is accompanied by factors in the psychological health domain, which should jointly promote life satisfaction [4]. Sharp changes in the rhythm of life do not always go smoothly in a significant part of freshmen, it leads to maladaptive reactions, including depression, a decrease in general reactivity, the manifestation of chronic diseases, and frequent acute respiratory infections [7]. This is especially pronounced among students who came from other regions and countries. The same problems arise for students who came to study in Kyrgyzstan from other countries
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