3rd Course Research Articles

Outcomes With Local Therapy and Tyrosine Kinase Inhibition in Patients With ALK/ROS1/RET-Rearranged Lung Cancers

Local therapy (LTX) prolongs progression-free and overall survival (OS) in patients with oligometastatic non-small cell lung cancer. We previously reported substantial LTX benefit in time to progression or next therapy (TTP/TTNT) in patients with EGFR-mutant lung adenocarcinoma treated with tyrosine kinase inhibitors (TKI). Here, we investigate the role of LTX in patients who progressed on TKI for ALK/ROS1/RET-rearranged stage IV lung adenocarcinoma.This single-institution IRB-approved retrospective review included all patients with pathologically confirmed stage IV ALK/ROS1-rearranged or RET fusion-positive lung adenocarcinoma who underwent radiation therapy (RT), surgery, or percutaneous thermal ablation (PTA) from 2012 to 2020 for progressive disease (PD) while on an ALK, ROS1, or RET TKI and for whom TKI therapy was continued post LTX. Patients receiving consolidative LTX after initial response to TKI without PD were not included. PD was classified as solitary- (one site), oligo- (2-5 sites), or poly- (> 5 sites) PD. TTP and TTNT were measured from start of any LTX. OS was evaluated from start of first LTX and from diagnosis. Significance was assessed with the Kruskal-Wallis test and Cox Univariate Analysis.61 eligible patients (37 ALK, 12 ROS1, 12 RET; 37 female, median age 62 at LTX) were identified. Most common TKIs were alectinib (34), selpercatinib (17), and crizotinib (11). 92% of patients underwent RT (82 RT courses: median dose 27 Gy, 72% ≤5 fractions), 13% and 8% underwent surgery and PTA, respectively, with 13% undergoing > 1 LTX modality. In 87% of interventions, LTX addressed all sites of PD. PD prior to LTX was predominantly oligoPD (94%). Most frequent LTX sites were brain (41%), bone (28%), and lung (27%). Subsequent PD after LTX was also mostly oligoPD (81%; 38% solitary). In-field local failure occurred in 19%. Median follow-up post LTX was 18 mo. Median TTP and TTNT from LTX were 5.1 and 7.8 mo, respectively. TTP and TTNT were not significantly different in the sub-cohort in which all sites of PD were treated with LTX. Median OS was 51 mo from diagnosis and 19.4 mo from first LTX. TTP was significantly shorter for ≥3rd LTX course v. < 3rd LTX course (2.3 v. 6.0 mo; P = 0.006). TTNT was significantly longer for patients on first line TKI v. ≥2nd line (9.0 v. 5.2 mo, P = 0.04). Factors associated with shorter TTP were osseous disease prior to LTX (HR 1.7; P = 0.03) and ≥3rd LTX course (HR 5.1; P < 0.001). Factors associated with shorter TTNT were osseous (HR 1.7; P = 0.04) and leptomeningeal (HR 7.3; P = 0.003) involvement prior to LTX, and polyprogression prior to LTX (HR 2.7; P = 0.04).Local therapy for PD on ALK, ROS1 or RET TKIs was associated with clinically meaningful time on continued TKI therapy beyond progression.

EXPERIENCE OF TEACHING THE COURSE “PHARMACEUTICAL CHEMISTRY” TO FOREIGN STUDENTS OF "PHARMACY, INDUSTRIAL PHARMACY" SPECIALTY

The course “Pharmaceutical Chemistry” is a mandatory component of professional training program for students majoring in 226 “Pharmacy, Industrial Pharmacy”, as well as one of the elements of the integrated licensing test exam “Step 2. Pharmacy” and an objective structured practical exam. This course is taught to English-speaking students at the Pharmacy Department of IFNMU since 2013. A significant amount of study material (13 ECTS credits, 5 semesters), the transition to distance learning during the COVID-19 pandemic, difficulties with learning in English leads to a significant reduction in the motivation of foreign students to study pharmaceutical chemistry.&#x0D; In order to improve the quality of training of foreign students, we have summarized the experience of teaching the pharmaceutical chemistry to English-speaking students at the Pharmacy Department of IFNMU; conducted a questionnaire of the students; identified and analyzed the ways to solve the main problems faced by both students and teachers; offered the recommendations for improving teaching methods for on-line and off-line classes.&#x0D; In 2020-2021 academic year at the Pharmacy Department of IFNMU the students of the 3rd and 4th courses studied pharmaceutical chemistry. In the conditions of the COVID-19 pandemic, training was conducted on-line on the Microsoft Teams platform. In order to find out the attitude of students to this subject and to the methods of its teaching, a questionnaire was conducted in Microsoft Forms. Students were asked to answer 6 test questions and also to give their own recommendations.&#x0D; According to the results of students’ surveys and their suggestions, we proposed to use the following methods to improve work with foreign students and improve the ways of presenting material in on-line classes in pharmaceutical chemistry:&#x0D; &#x0D; learning the monographs on medicines from pharmacopoeias of different countries (including those that are the Homeland of students), their analysis and comparison of the described methods;&#x0D; creation of video recordings of processes of the analysis of medicines with the subsequent their demonstration and discussion in the class;&#x0D; demonstration of videos with intentional mistakes in the implementation of methods of drug analysis, and the subsequent processing of these mistakes in the form of discussion;&#x0D; oral discussion of the algorithms for conducting various stages of drug analysis (identification, assay, purity tests) and their reproduction by students using an interactive whiteboard, multimedia chemical computer programs, on-line testing;&#x0D; solving by students various professional situational problems, independent development of methods of analysis of drugs and further discussion of all possible ways and means.&#x0D; &#x0D; All the proposed methods can be used also in off-line classes with the replacement of video demonstrations of drug analysis processes to work with students in an experimental laboratory.&#x0D; Thus, using the above methods can significantly improve the results of theoretical and practical training of foreign students in pharmaceutical chemistry, especially during the on-line learning. In addition, it allows students to form other skills necessary for their further professional life such as the ability to put forward ideas, defend their point of view, work in a team, hold a discussion. As a result of such an approach to conducting classes, students will develop an interest in the course, and thus their results will be improved.

Relationship Between Voluntary Attendance and Academic Performance in First Year Medical Students

The objective of this study was to assess the effects of voluntary attendance at nonmandatory sessions on academic success in the undergraduate medical school setting before and after COVID-19 curriculum changes. First year medical students enrolled at UCF College of Medicine gave informed consent to participate in the study in August 2019, prior to the start of their M1 year. Four biomedical sciences courses occurred during the timeframe of the study. Classes 1 and 2, plus the first half of Class 3, were delivered as conventional face-to-face classes. In March 2020, all lessons were moved online in response to the COVID-19 pandemic, which included the second half of Class 3 and all of Class 4. For the face-to-face encounters, attendance was recorded using the Bluetooth enabled smartphone app, SpotterEDU and the percent of total days attended during each course was correlated with the corresponding multiple-choice final examination score for each participant. To assess the impact of losing the opportunity to attend during Classes 3 and 4, a group of primarily “attenders” was identified as those students who attended ≥ 50% of the nonmandatory sessions in Class 3, prior to the suspension of regular classes. ANOVA was used to assess whether exam scores differed between Classes 1-4 for this group. Eighty-two students participated in the study. The average face-to-face attendance rates before COVID19 were as follows; Class 1: 69% days, Class 2: 41% days, Class 3: 28% days attended. A linear regression analysis for final exam score versus percent of days attended demonstrated no significant association between attendance and performance (Class 1: R2=0.06, Class 2: R2= 0.00, Class 3:R2= 0.01; N=82). During the 3rd course, 22 of the 82 participants attended ≥ 50% of nonmandatory sessions. For 21 completed exam records, no significant difference in performance was observed post-COVID-19 (F=3.1, p=0.06). The mean scores for the attender group were as follows; Class 1 89.7% (SD 4.0), Class 2 87.7% (SD 4.8), Class 3 90.8% (SD 5.2), Class 4 90.9% (SD 6.8). The absence of significant correlation between face-to-face attendance and examinations scores, and the lack of impact on performance when classes were moved online, argues that classroom attendance is not an important mediator of success on knowledge-based multiple-choice examinations.

Analysis of the problem of legal literacy of technical university students

Introduction. The socio-economic and political processes taking place in modern Russia pose new challenges to the student youth, as the most active subject of these processes. Ten years ago, it was enough for a qualified engineer to have professional knowledge, skills and abilities, but today, according to the requirements of higher education, he must have a management culture, information competence and legal literacy. The purpose of the study is to study the legal literacy of students of a technical university. Materials and methods. The materials of the study were the data of an anonymous sociological survey of 124 respondents – students of the Stupino branch of the Moscow Aviation Institute (National Research University) of the 2nd, 3rd and 4th courses of full-time and part-time education by filling out Google forms. The obtained data allowed us to study the knowledge of the students of the technical university in the field of the basics of legal literacy. Results. Analysis of the data of a sociological survey of students' opinions showed that the overwhelming majority (96.5%) support the introduction of in-depth study of law enforcement practice in the educational process of a technical university. Students admitted (94.4% of respondents) that knowledge of the basics of civil, labor, tax, administrative and other branches of law will help them in their professional activities; 38.4% believe that they need additional knowledge in the field of law, while 62.9% had experience in concluding a civil contract (purchase and sale of an apartment, car, contract, delivery, provision of services, etc.), but 41.5% used the services of specialists (realtor, labor dispute commission, lawyers, etc.). Conclusion. Today, legal literacy of students determines the understanding of their role, opportunities and responsibilities in society, knowledge of their rights and obligations. Obtaining the necessary legal knowledge and skills for professional activity will allow students to independently understand the current laws, legal norms, understand them and apply them in their professional activities.

Impact of Creative Drama Method on Students’ Speaking Skills

Aim of the research was to investigate the impact of creative method on improving students’ speaking skills in primary school 3rd grade Turkish language course. The study was carried out with primary school 3rd graders studying at a private primary school in Çaycuma, Zonguldak. The research was carried out on forty-six 3rd grade students. Quasi-experimental design with pretest-posttest control group was used in the study. Speaking education was given using creative drama method in the experimental group and using current instructional program (traditional teaching method) in the control group. In the study, “Speaking Skill Assessment Rubric” developed by the researcher was employed as data collection instrument. Intervention lasted for six weeks. Shapiro-Wilk normality test was employed to determine whether the data showed normal distribution or not. The data were analyzed via SPSS package program version 20.0. Arithmetic mean, standard deviation and t test was calculated in data analysis. As a result of the study, a significant difference was observed between speaking skills of the students in the experimental group and the ones in the control group; the difference was in favor of the experimental group.

Financial literacy of students of technical universities: analysis of opinions and development prospects

Introduction. The development of students' ability to make informed and responsible decisions in the field of personal finance is an urgent problem. Young people must have the appropriate competencies, have the required level of financial literacy. This also applies to students of non-economic areas of training, in particular students of technical specialties. The purpose of the study is to analyze the financial literacy of students of a technical university. Materials and methods. The material of the research was the data of an anonymous sociological survey of 100 students of Stupino branch of Moscow Aviation Institute (National Research University) of the 3rd and 4th courses of full-time education by filling in Google forms. Results. Analysis of students' opinions showed a positive trend (65% of respondents) for the introduction of financial literacy in the educational process of a technical university. Students admitted (54% of respondents) that they are not aware of all kinds of risks when investing in NPFs, when buying a home, compulsory motor third party liability insurance, taking a loan, when calculating wages, etc. Based on the students' answers, it was found that 62% of the respondents had no experience in solving financial issues. At the same time, 67% of students are not interested in rates on deposits, loans, the key rate of the Central Bank, but daily use the financial services of the bank (plastic cards, payment for services via the Internet, e-wallet, etc.) 97% of students. Conclusion. Today, the financial literacy of the population is fraught with many vital issues and affects the effectiveness of decisions made and the associated risks.

Multiparametric ultrasound examination for response assessment in breast cancer patients undergoing neoadjuvant therapy

To investigate the performance of multiparametric ultrasound for the evaluation of treatment response in breast cancer patients undergoing neoadjuvant chemotherapy (NAC). The IRB approved this prospective study. Breast cancer patients who were scheduled to undergo NAC were invited to participate in this study. Changes in tumour echogenicity, stiffness, maximum diameter, vascularity and integrated backscatter coefficient (IBC) were assessed prior to treatment and 7 days after four consecutive NAC cycles. Residual malignant cell (RMC) measurement at surgery was considered as standard of reference. RMC < 30% was considered a good response and > 70% a poor response. The correlation coefficients of these parameters were compared with RMC from post-operative histology. Linear Discriminant Analysis (LDA), cross-validation and Receiver Operating Characteristic curve (ROC) analysis were performed. Thirty patients (mean age 56.4 year) with 42 lesions were included. There was a significant correlation between RMC and echogenicity and tumour diameter after the 3rd course of NAC and average stiffness after the 2nd course. The correlation coefficient for IBC and echogenicity calculated after the first four doses of NAC were 0.27, 0.35, 0.41 and 0.30, respectively. Multivariate analysis of the echogenicity and stiffness after the third NAC revealed a sensitivity of 82%, specificity of 90%, PPV = 75%, NPV = 93%, accuracy = 88% and AUC of 0.88 for non-responding tumours (RMC > 70%). High tumour stiffness and persistent hypoechogenicity after the third NAC course allowed to accurately predict a group of non-responding tumours. A correlation between echogenicity and IBC was demonstrated as well.

Intercultural Competence Formation with Linguodidactical Approach for Students at Non-Language Universities

The article is devoted to the main aspects of the x approach application for the intercultural competence formation for students. The article discusses the specific pedagogical principles of the linguodidactic approach, which are necessary for the formation of intercultural competence in the linguodidactic education model. The purpose of the article is to present the data obtained in the course of an empirical study, establishing the linguodidactic approach effectiveness in the intercultural competence formation among students of non-linguistic universities. The research materials were questionnaires of three groups of the 3rd course and one control group of students at RUDN University. The general sample consisted of 45 people (each group consisted of 15 students). The period of the empirical research coincided in time with the annual students' practice, which made it possible to use information, related to the main specialization of students, as the basis for the application of the linguodidactic approach to teaching English. The methodology of our empirical research is based on a systematic approach and includes a group of general scientific methods (analysis, synthesis, deduction, induction), as well as a group of special methods: content analysis of scientific literature on the research topic, the method of sociological questioning (survey); as well as a method for analyzing statistical data. Based on the data obtained, the author of the article concludes that the linguodidactic approach to teaching English for students of non-linguistic specialties proves its effectiveness due to the connection between language practice and the formation of intercultural competence.

Psychological predicates for the development of neurotic symptomatics in migrant students

In Russia, educational migration ranks fourth among the reasons for migration. During educational migration, students experience stresses similar to those of Russian students associated with the passage of stages of development in relation to age, academic stress, intensified by moving and separation from important people, and stress inherent in the transfer processes: acculturation, associated with finding oneself in an unfamiliar culture and the need to handle complex concepts in an unfamiliar language, which, when delayed, flows into cumulative stress. All of these types of stress affect the health of students. Russian universities are interested in graduating not only erudite, but also healthy specialists and potential fellow citizens. This article presents data from an experimental study of the formation of neurotic disorders, alexithymia and situational and personal anxiety in migrant students in connection with the level and timing of adaptation to determine the targets of primary impact and correction, as well as highlight the relationship between neuroses, anxiety and alexithymia. The study included a sample of students living in Novosibirsk: 109 migrant students from Central Asian countries in the 1–3rd courses of study in adolescence from 17 to 20 years old (17.81±0.90). The following methods were used: Toronto alexithymic scale — 26, Spielberger — Hanin anxiety scale, STAI, Heck — Hess neuro- sis express diagnostic questionnaire and BFB. The significance of differences between individual indicators in the groups was determined using the Mann — Whitney U-test, and Spearman’s rank correlation coefficient was used for the level of relationships. The study showed a high level of anxiety, alexithymia and neurotic reactions in poorly adapted migrant students. More adapted migrant students showed lower rates of alexithymia and anxiety, while maintaining high rates of susceptibility to neurotic disorders, with prolonged acculturation. Thus, the timing of adaptation becomes important target for correction, with the need for events and trainings that raise awareness of Russian culture and mentality.

Seroprevalence of Hepatitis A among Medical Students of a Tertiary Care Centre in Kerala, Southern India

Introduction: Hepatitis A Virus (HAV) is a major cause of acute viral hepatitis caused by a Ribonucleic Acid (RNA) virus. The mode of transmission is fecal-oral route and the risk factors include unsafe water, poor personal hygiene and sanitation. Even though seroprevalence rate is high in low socio-economic regions, it is low in urban areas and the need of vaccination is looked for. Aim: To estimate the seroprevalence of hepatitis A in medical students of Southern India. Materials and Methods: The present study was a cross-sectional study conducted in the medical students of Government Medical College, Manjeri, Kerala, India. Blood samples of 377 students during the year 2015-2018 were taken. These students were in their 1st, 2nd, 3rd and 4th year MBBS course who admitted in the years 2018, 2017, 2016 and 2015, respectively. Commercially available Enzyme-Linked Immunoassay (ELISA) kits for anti HAV IgG antibodies were used. Chi-square test was used for statistical analysis. Results: Out of 377 participants 238 (63.2%) were females and 139 (36.8%) were males. A total of 51 (13.5%) were positive for IgG antibodies. A total of 43 were in 21-22 age group with a p-value &gt;0.05. An association of seropositivity and seronegativity with frequency of dining out pattern was there with a p-value &lt;0.05. Conclusion: The seroprevalence of hepatitis A was found in a declining stage hence, vaccination against hepatitis A should be included in the National Immunisation Schedule.

Specifics of Organizing Distance Learning of Organic Chemistry at a Pedagogical University in Conditions of a Pandemic Coronavirus Infection

The purpose of the study is to identify the features of distance learning of organic chemistry in Omsk State Pedagogical University (OmSPU) during the coronavirus pandemic in conditions of self-isolation. Materials and methods. To solve this problem the authors have analyzed pedagogical literature and practical experience to organize distance learning of students, and self-analysis experience of distance learning of organic chemistry for the bachelors of the 3rd course at Omsk State Pedagogical University (direction “Pedagogical Education”, profile “Biology and Chemistry”) using the electronic information and educational environment of the University on the Moodle platform, followed by generalization and systematization of the identified features. Based on a survey of students, their attitude to distance learning of organic chemistry is revealed, and the problems and difficulties faced by students and lecturers are shown.Results. The possibilities of conducting lectures and practical classes in organic chemistry in the BigBlueButton video conference format are described. Methodological techniques of using static and quasiinteractive multimedia presentations and demo videos, developed by the authors are shown. The possibilities of the course elements “chat” and “forum” on the OmSPU portal and WhatsApp messenger for solving organizational issues, consulting and correcting students’ activities, building their individual educational trajectory are revealed. The article shows the features of practical training, methodological techniques of using video demonstrations. Based on the analysis of the results of the survey of students and their exam answers, the most important disadvantages of distance learning in organic chemistry were identified. Learning in an electronic environment does not allow you to fully develop the skills necessary for future lecturers to communicate with students. The damage is caused to the development of oral speech, the ability to correctly use chemical terminology, explain the material using various teaching tools, and the formation of skills for group and pair interaction. Replacing a real chemical experiment with a virtual one does not allow you to form experimental skills specific to organic chemistry. Therefore, according to the authors, when studying organic chemistry, distance learning must necessarily be combined with traditional, with classes in a chemical laboratory. Conclusion. The most effective tools for organizing distance learning of organic chemistry are identified, taking into account the specifics of the discipline. The ways of solving the difficulties faced by students and lecturers in the conditions of distance learning are shown. The developed and described methods of working with students in the organization of distance learning of organic chemistry can be used to improve the effectiveness of the development of the content of the discipline and the formation of professional competencies of future lecturers.

Phase I Trial of The Combined Treatment of Nivolumab and Stereotactic Body Radiotherapy for Patients with Metastatic Non-Small Cell Lung Cancer

The purpose of this study was to prospectively clarify the safety and efficacy of the combination therapy of stereotactic body radiotherapy on a thoracic lesion and PD-1 blocker in patients with metastatic non-small cell lung cancer. This is a prospective phase I study performed in the single institution. Metastatic histologically-proven non-small cell cancer patients with at least two measurable lesions including one or more in the thorax were enrolled in the study. The treatment protocol was the combination of an administration of totally 12 courses of nivolumab (3 mg/kg, every 2weeks) and stereotactic body radiotherapy (SBRT) on one of thoracic metastases at the 3rd course of nivolumab. Single dose of SBRT was set more than 5 Gy and total biological effective dose (BED, alfa / beta was 10 Gy) was decided from 40 Gy to 55 Gy as much as possible according to the dose constraints for critical organs nearby irradiated lesion. The primary endpoint was the ratio of cases with grade 3 or more toxicity using CTCAE ver. 4.0 within 24 weeks after the start of the therapy. The secondary endpoints were the tumor responses using RECIST 1.1 of the irradiated and non-irradiated lesions at 24 weeks after start of treatment. If the result reached the dose limiting toxicity (grade 4 and 5 adverse effects or the grade aggravation by 3 or more compared to pre-treatment status in one of six cases) at the time when six patients registered, the dose of SBRT would be deceased in next 6 patients. But if not, the treatment protocol would be judged as feasible and the patient registration would be stopped in the study design. The result did not reach the dose limiting toxicity at the time when six patients registered, and therefore totally 6 patients (gender; 4 male and 2 female, age; 54-84 year old, histology; adenocarcinoma in all) were enrolled in the study, but 3 patients could not complete full of the treatment due to disease progression in two patients and grade 3 pneumonitis in one patient. SBRT dose / fractionation were 24 Gy / 2 fractions in 3 patients, 24 Gy / 3 fractions in 2 patients, and 29.6Gy / 4 fractions in 1 patient. Regarding toxicity, grade 3 pneumonitis occurred in one patient but no other adverse events more than grade 2 were observed. Local response of the irradiated lesion was complete remission in 1 patient, partial remission in 2 patients, and stable disease in 3 patients. The response of the non-irradiated lesions response was partial remission in 1 patient, stable disease in 2 patients, and progressive disease in 3 patients. The overall survival at 1 and 2 years were 83.3% and 62.5%, respectively. The combined therapy of 12 courses of nivolumab and SBRT on thoracic lesion at the 3rd course for the patients with metastatic non-small cell lung was feasible. The survival might be promising in comparison with previous reports of stage IV patients in spite of the advanced status after other treatments. Prospective phase II study is mandatory to examine our conclusion.

Development of Students’ Social Abilities at Pedagogical Universities

Introduction. An important place in the process of professional pedagogical education is occupied by the development of social abilities of students – future teachers. The relevance of the article is determined by the significant influence of the subject’s social abilities on the effectiveness of pedagogical activity. The purpose of the article is to establish the dynamics and content specifics of the development of social abilities of students under the influence of the process of learning at universities a nd the motivation of educational activity. Materials and Methods. Testing students of the Pedagogical University, enrolled in the academic track “Primary Education”. The total sample size is 104 people, including 1st year students – 24 people, 2nd courses – 21 people, 3rd courses – 31 people, 4th courses – 28 people. The following methods were used as diagnostic methods: methods for studying the properties of attention – “Red-black table”, “Confused lines”; for the study of social abilities, the “Test of Social Intelligence” was used by J. Guildford, M. Sullivan; to study the motivation of educational activity – a methods for studying the motivation of learning at a university by T. I. Ilyina, a methods for diagnosing educational motivation of students by A. A. Rean, V. A. Yakunin. The results of the empirical study were processed using the methods of primary descriptive statistics, the non-parametric comparison criterion Mann-Whitney U test, the rank correlation coefficient r-Spearman’s, and regression analysis; in order to analyze the characteristics of the psychological structure of social abilities, structural analysis methods were used. Results. The results obtained in the study expanded the understanding of the psychological factors in the development of social abilities of students – future teachers in the process of professional teacher education. As a result of the study, the main trends in the development of the individual’s abilities in the process of learning were identified, their role in the development of social abilities of students, the specificity of the relationship between the motivation of educational activity and social intelligence was established, the role of pedagogical practice in the development of social abilities of students was shown. The process of development of social abilities during training at a university can be divided into two stages. During the first stage (1–3 year), there is a restructuring of the psychological system of social abilities formed at the stage of school education, accompanied by an increase in the contradiction between the student’s perceptions and expectations of the content of training at the university and the existing level of development of social abilities. Under the influence of the inclusion of a student in the 4th year of study in active pedagogical practice (the second stage), the motivational sphere of educational activity is harmonized, leading to a qualitative increase in social intelligence and the development of the psychological structure of social abilities. Discussion and Conclusion. The results presented in the article will be useful to teachers of secondary and higher pedagogical educational institutions, employees of psychological services in order to increase the effectiveness of the formation of pedagogical abilities of students, accompanying the processes of adaptation of students to study at the university, overcoming the destructive trends of educational and professional development.

СТУДЕНТТЕРДІҢ ОҚУ ІС-ӘРЕКЕТІН ӨЗІНДІК ҰЙЫМДАСТЫРУ ДАҒДЫЛАРЫН ҚАЛЫПТАСТЫРУ

This article deals with the problem of formation of modern students ' skills of self-organization of educational activities. It is also shown that a number of contradictions have arisen in the theory and practice of higher education, which determine the relevance of solving this problem. Self-organization of students ' learning activities is set out on the expediency, activity, reasonableness of motivation, planning of their activities, independence, speed of decision-making and responsibility for them, criticality of evaluating the results of their activities. The author, relying on the opinions of many domestic and foreign scientists, defines the independent organization of educational activities not only as educational, but also as an independent work that has personal and social significance. He gives some results of his own research conducted at the university among students of the 1st, 2nd, and 3rd courses on this problem. It also identifies a set of skills for self-organization of students' learning activities

Active Learning Classes in a Preclinical Year May Help Improving Some Soft Skills of Medical Students

Objective: Active learning methods are an effective way to improve essential soft skills, such as critical thinking and social skills, and so medical educators frequently implement active learning approaches as a means to improve the soft skills of medical students. This study reports an improvement in the soft skills of medical students after the implementation of an active learning curriculum.Methods: More active learning activities were implemented in 2016 in the 3rd year medical class, involving 330 students. Overall, the number of hours devoted to active learning classes was increased from 340 hours (38.2%) in 2015 to 481 hours (59.98%) in 2016. To evaluate whether this led to any improvements in the soft skills of medical students, students undertaking the 3rd year course in the 2015 and 2016 academic years were asked to complete questionnaires to evaluate themselves (self-evaluation as well as four other students in their same study group (peer-evaluation) at the end of the academic year. The questionnaire responses from the 2015 and the 2016 groups were compared.Results: Most students believed there was no improvement in most of the evaluated soft skills during the year. However, students in the 2016 class showed improvements in eleven outcomes in the peer-evaluation: presentation, information, technology, creativity, communication, leadership, life planning, adaptability, self-sufficiency, courtesy, and punctuality (p &lt; 0.05). The differences were not due to the students’ different background skills as the initial scores of most outcomes were identical between the two student groups (p &gt; 0.05).Conclusion: Even without a proper design for teaching soft skills, active learning classes in a preclinical year of the medical curriculum may help improve some of the essential soft skills that medical practitioners need and, therefore, should be implemented in the medical curriculum.

Features of the processes of formation of indicators of emotional burnout of students in the dynamics of learning in modern institutions of higher medical education.

The purpose of the work is to establish features of the processes of formation of indicators of emotional burnout of students in the dynamics of learning in modern institutions of higher medical education. Research was conducted on the basis of National Pirogov Memorial Medical University, 307 students of the 1st, 3d, and 6th courses were surveyed. To assess the level of development of the characteristics of emotional burnout Boyko’s personal questionnaire was used. It was established that a high level of severity of the leading manifestations of emotional burnout among students which determines their pronounced emotional instability and a tendency to develop various disorders in terms of the characteristics of psychophysiological adaptation and of the mental sphere was observed among young women, and, first of all, among third-year and first-year young women. Considering the structural distribution of the studied indicators, it should be noted that in all comparison groups the leading components of emotional burnout were either at the formation stage (young men, of the 1st and 3d courses, and young women of the 1st and 6th courses), or were already formed (young men of the 6th course, and young women of the 3rd course). During the analysis of the features of formation of the main phases of emotional burnout, it should be noted that the highest degree of their development during period of learning was inherent of the resistance phase, followed by indicators of individual manifestations of the exhaustion phase and, lastly, tension phase. In the structure of the characteristics of the phase of tension mostly pronounced both in young men and young women, it is necessary to consider indicators of anxiety, depression and experiences of traumatic circumstances, in the structure of the leading characteristics of the phase of resistance – indicators of inadequate selective emotional response and reduction of professionally-oriented educational duties, in the structure of the leading characteristics of the phase of exhaustion – indicators of the severity of psychosomatic and psychovegetative shifts, personal detachment and emotional deficit.

MENGATASI KESALAHAN BACAAN TEKS BAHASA ARAB DALAM KALANGAN PELAJAR UMS-KAL MELALUI KAEDAH PEMBELAJARAN BERASASKAN PROJEK (PBP)

Foreign language learning is certainly accentuating on the mastery of basic skills including reading skills that need to be emphasized by every student in the early stages. Similarly, the same goes for Arabic language learning which is the third language or also recognized as a foreign language in the Malaysian community. One of the skills focused on this study is the focus on reading Arabic texts. The objective of this study is to identify the common reading mistakes that students often make while reading Arabic texts and to determine how well the Project-Based Learning (PBL) method can overcome and reduce their reading errors. This study utilizes a qualitative approach with the method of observation performed on students when they were reading texts during pre and post-reading tests. The reduction of these mistakes was identified from before and after the PBL procedure was implemented. The study sample consisted of 69 students who registered for the 3rd level Arabic course in the 2019/2020 study session at Universiti Malaysia Sabah Labuan International Campus (UMS-LIC). The instrument used was a set of pre and post-reading tests based on the KSSR (Primary School Curriculum Standards) guidelines set out by the MOE (Ministry of Education, 2015).

Medo de falar em público: estudo piloto da glossofobia em contexto de alunos universitários

Fear of public speaking (glossophobia) is considered a factor of great anxiety and stress and affects a high percentage of people, being considered a psychosocial stressor, which can lead to isolation and thus prevent the individual from communicating. This work aims to evaluate the real impact of glossophobia on students, in the academic and professional context, at a psychological, emotional and physical level. The results will be presented through an empirical pilot study, carried out on a sample of 33 university students from the 3rd year psychology course at the Autonomous University of Lisbon. Once the results were verified, an intervention plan was considered to minimize the negative impact, leading to an increase of the confidence and quality of life of the students.

Investigation of primary school teachers opinion about revised 3rd grade science curriculum in Turkey

One of the aims of science curriculum is to understand technology that is used in all areas of daily life. Thus, science curriculum should be revised in a feasible and dynamic manner for the quality. The purpose of the study is to investigate primary school teachers’ opinions about renewed 3rd grade science curriculum. The sample of the study consisted of 160 4th grade primary school teachers working in public primary schools during 2014 and 2015 academic years. This is a descriptive research design. The data obtained from the surveys were analyzed by using frequencies, percentage, mean and standard deviation. T-test and One-way Anova were used for parametric variables. Findings of the study showed that teachers maintained that the content of the revised 3rd grade science curriculum was adequate and taking science course to the 3rd grade course was the correct decision. Key words: Science curriculum, 3rd grade science lesson, teachers’ opinions.

Routine feasibility of postoperative chemoradiotherapy in head and neck squamous cell carcinoma at high risk of recurrence

ObjectiveTo assess the feasibility in routine practice of postoperative chemoradiotherapy in head and neck squamous cell carcinoma (HNSCC) at high risk of recurrence. MethodA single-center retrospective study recruited all patients receiving postoperative cisplatin chemoradiotherapy for HNSCC at high risk of recurrence. The main endpoints were the rate of complete postoperative chemoradiotherapy and the impact of various clinical factors. Secondary endpoints comprised the impact of completion of therapy on survival and on acute and late toxicity. ResultsOne hundred and six patients were included. 24.5% showed severe comorbidity. Chemoradiotherapy was complete in 61 patients (57.5%). Radiation therapy was interrupted for >3 days in 16 patients (15.1%). The 3rd concomitant cisplatin course could not be implemented in 34 patients (32.1%). Low pre-treatment glomerular filtration rate was significantly associated (p=0.003) with treatment interruption; >5% weight-loss during treatment showed suggestive association (p=0.026). Completion of treatment was not associated with any significant difference in overall survival (p=0.441) or progression-free survival (p=0.81). 14.9% of patients showed post-treatment kidney failure; there were 10 cases of osteoradionecrosis (9.4%). ConclusionThe rate of complete postoperative chemoradiotherapy was comparable to that reported in clinical trials, despite frequent comorbidity and poor nutritional status. Early nutritional support is a key factor for treatment under optimal conditions.