Lecture Course Research Articles

STUDENT YEARS OF ACADEMICIAN P.G. VINOGRADOFF

The article reveals the importance of the period of student studies at Moscow University for the future career of the Russian and British historian Pavel Gavrilovich Vinogradoff (1854–1925), who became a member of Saint Petersburg Academy of Sciences and the Royal Society of London. The research source base was made up of offi cial documents from Moscow University collection and ego-documents, i.e. correspondence, diaries and memoirs. The results are presented in the form of a “thick description”, revealing the culture of higher education in the Russian Empire in the early 1870s. Home training under the guidance of his father, as well as graduation from the 4th men’s gymnasium in Moscow with a gold medal became a reliable basis for Pavel Vinogradoff ’s mastery of the university course at the Department of History and Philology at Moscow University. The author characterizes not only the successes in the study of individual disciplines, but also the infl uence of professors, and most importantly, practices of their educational activities and relationships. He was especially influenced by those professors who were active in research — S.M. Solovyov, F.I. Buslaev, and, especially, V.I. Guerrier, whose disciple Pavel Vinogradoff became from the first year of his study. His scientifi c interests were formed under Guerrier’s infl uence. The system of lecture courses and the professor’s seminars recently introduced into the practice of teaching became a model to be perfected by the student, later himself a professor at Moscow University. N.I. Storozhenko’s home meetings were renewed by P.G. Vinogradoff in the early 1890s and created the basis for the Historical Society at Moscow University. In the author’s opinion, it was the mastery of educational practices, rather than evaluative indicators of success in certain disciplines that were crucial to the success of Vinogradoff ’s future career. Diverging from his teacher’s theoretical and methodological views on the principles of studying the past, nevertheless he, as a successor of Guerrier’s work, improved the methods of the scientific and pedagogical school of Moscow University’s “world historians”.

PSYCHOLINGUISTIC INTERPRETATION OF THE CONCEPT OF HOME: UKRAINIAN REALITIES

Since the beginning of the war, Ukrainians have suffered many heavy losses and painful changes. One of the such changes in the usual way of life were forced to move to safer zones for accommodation, search for shelter, temporary home, which are the basic value in the psychomental environment space of Ukrainians. However, it is this concept that has undergone moral and ethical changes in the realities of war, semantic transformations in the conceptual and linguistic picture of the world of our compatriots. Identify this dynamic, find out the semantic dominants of awareness the analyzed concept, the vectors of its perceptual characteristics provides an opportunity to psycholinguistic interpretation, primarily an associative experiment that makes it possible obtaining "live", up-to-date models of processes of deep reconstruction of the environment the world. The object of research is the associative meaning of the concept of HOME as the basic one in the system value coordinates of Ukrainians, the subject is the perceptual specificity of this concept in the conditions of the Russian-Ukrainian war. The leading method used in the work was experimental-a free associative experiment, as well as an analysis of the obtained results and further synthesis for obtaining objective generalizations and verification author’s hypotheses related to the assumption of semantic dynamics of basic concepts under the influence of crisis exogenous factors. Component-based methods are also applied, descriptive and comparative analysis. Theoretical value and scientific novelty of the obtained results the results are determined by a certain contribution to the deepening of theories of psycholinguistics, semantics, linguoculturology, in particular problems of factors of dynamics of perceptual processes, their influence on the semantic transformations of basic concepts in projections on the specifics of the national mentality. The practical significance of the conducted research can to be implemented in the educational process in appropriate lecture courses, in lexicographic in practice and in the scientific work of applicants for higher education at various levels. Actual the material includes more than 200 reactions received from respondents from different social groups. The results of the free associative experiment, where the stimulus was HOME allowed us to form its associative field (2022), identify coincidences and discrepancies in the perception of the analyzed concept with the corresponding field represented in Ukrainian associative dictionary S. Martinek (2002-2005), find out the semantic dynamics and emotional-expressive halo of the word-stimulus in various extralingual conditions. So, it is common to understand the HOME as a ‘place of family’, ‘place of residence’, ‘apartment’, ‘room’, ‘house’, which dominate the structure of the associative field of the early 2000s. However, there are fewer semantic-related reactions in the 2022 associative field ‘home-house’, and much more reactions that have non-constant, neutral character, and show feelings, emotions in relation to this concept, having a bright connotative, for example, home is comfort, warmth, peace, protection, safety, comfort and others, as well as typical reactions only for modern realities like security, Ukraine, which illustrates heightened in the realities of war awareness of seemingly ordinary phenomena, but in reality — conceptual and fundamental values.

Medical students' preferences for asynchronous online or face-to-face learning strategies in learning gross anatomy and neuroanatomy during the COVID-19 pandemic.

Gross anatomy and neuroanatomy are fundamental subjects in medical education. However, learning different anatomical terms and understanding the complexity of the subjects are often challenging for medical students. At National Taiwan University, the 2020-2021 cohort adopted a face-to-face (F2F) learning strategy for gross anatomy and neuroanatomy lecture and laboratory courses until May 17, 2021. After the aforementioned date, the same cohort learned the rest of the gross anatomy and neuroanatomy courses via asynchronous online learning. This study aimed to evaluate the benefits of and students' preferences for F2F and asynchronous online learning strategies in learning gross anatomy and neuroanatomy. A survey with closed-ended and open-ended questions was used to quantitatively and qualitatively explore medical students' learning preferences for two teaching strategies in gross anatomy and neuroanatomy. The results identified different learning preferences among students in learning gross anatomy and neuroanatomy-satisfied with both learning strategies, satisfied with only F2F learning strategy, satisfied with only asynchronous online learning strategy, and satisfied with neither learning strategy. The survey results with closed-ended and open-ended questions showed that medical students preferred F2F learning for anatomical laboratory courses but favored asynchronous online learning for neuroanatomical laboratory courses. In addition, medical students considered peer discussion more critical in learning gross anatomy than neuroanatomy. These findings provide valuable information about medical students' preference for gross anatomy and neuroanatomy courses, which anatomy teachers can consider when planning to enhance their curriculum in the future.

Evaluation of the Open-Ended Green Chemistry Generic Comparison (GC)2 Prompt for Probing Student Conceptions about the Greenness of a Chemical Reaction.

One key limitation for assessing student knowledge of green chemistry is the lack of readily available assessments capable of eliciting reliable and valid data. Therefore, in this study we sought to evaluate the ability of a previously reported open-ended prompt [J. Chem. Educ.2019, 96 ( (11), ), 2410-2419. DOI: 10.1021/acs.jchemed.9b00277] to probe student conceptions about the greenness of chemical reactions. Responses to this prompt, which we titled the Green Chemistry Generic Comparison (GC)2 prompt, were collected from students enrolled in organic chemistry I and II lecture and laboratory courses (N = 642) and from students enrolled in general chemistry II lecture courses (N = 272). This prompt was found to be sensitive for detecting gains in green chemistry knowledge in pre- and post- conditions. Furthermore, psychometric analysis revealed that, while addressing certain green chemistry principles was well within the students' ability range, other principles exceeded that range. These findings indicate that this prompt provides a rapid and effective method for both measuring student knowledge and eliciting student conceptions of the green chemistry principles.

Strengthening health visitors’ breastfeeding support: Results from a cluster randomised study

AimsTo assess the effect of the education programme on three constructs of health visitors’ breastfeeding support: knowledge, self-efficacy and action competence. Furthermore, the study aimed to confirm the factor structure of these three constructs. BackgroundHealth professionals are key in supporting breastfeeding women but studies report gaps in health professionals’ breastfeeding support knowledge and competences. The present intervention study aimed to strengthen the breastfeeding support of families to improve breastfeeding rates. Health visitors received an interactive education programme to enhance their breastfeeding support knowledge, self-efficacy and action competence, including e-learning and a two-day course of lectures, role plays and discussions. DesignA pre- and post-test study was applied in a cluster randomised trial MethodsCluster units were Danish municipal health visiting programmes, randomised by stratifying for region and annual births per cluster. Health visitors from 21 clusters (11 intervention, 10 control) participated. The knowledge, self-efficacy and action competence were assessed in self-reported questionnaires before and after education (n=368; intervention n=176, control n=196). To analyse the effects, the intention-to-treat principle and linear mixed models were applied. Confirmatory Factor Analysis was used to confirm the factor structures of the hypothesised knowledge, self-efficacy and action competence constructs. Results158 health visitors in the control arm and 157 in the intervention arm completed the baseline questionnaire and were analysed in intention-to-treat analyses. 125 and 116, respectively, completed the follow-up questionnaire and were analysed in sensitivity analyses. Health visitors in both trial arms had high levels of self-efficacy and action competence at baseline. Mean treatment effect of the education programme was 0.5 points (CI95 % 0.1–0.8) for knowledge, 2.4 points (CI95 % 1.6–3.3) for self-efficacy and 1.4 points (CI95 % 0.7–2.0) for action competence. The factor structure of the items used to measure knowledge, self-efficacy and action competence were confirmed. ConclusionsThe education programme improved the self-reported breastfeeding support knowledge, self-efficacy and action competence of health visitors. The factor structures of the instruments used to measure effects were confirmed by confirmatory factor analysis. Trial registrationClinical Trials: NCT05311631. First posted April 5, 2022.

INTER-UNIVERSITY LECTURE COURSE “SYSTEMIC, DISCURSIVE, AND COGNITIVE ASPECTS OF WORD-FORMATION AND MORPHOLOGICAL DERIVATION IN RUSSIAN”

The article describes the online course of lectures Systemic, Discursive and Cognitive Aspects of Word-formation and Morphological Derivation in Russian Language, held in accordance with the Program of Cooperation between Lomonosov Moscow State University and Donetsk State University. It was held in September 2022 - May 2023 by the Russian Language Departments of the Lomonosov Moscow State University and the Donetsk State University for students from the two universities. The prehistory and motives of the creation of the lecture course , a chronicle of its implementation with a description of the subjects of the lectures and linguistic problems are presented. It is noted that not only representatives of the organizing universities, but also professors from other Russian universities took an active part in the creation of the course as lecturers. The authors give the students’ and lecturers’ evaluations of the course.

THE NECESSITY OF TOEFL CLASS FOR UNDERGRADUATE STUDENTS OF CIVIL AVIATION

This article is part of a report on the implementation of training activities to increase TOEFL scores for undergraduate students at the Palembang Polytechnic of Civil Aviation. The activities were carried out partly because some of the cadets had never taken a TOEFL test before. This descriptive research was conducted on this activity. The instruments were a needs analysis questionnaire for the students and an interview guideline for the lecturer. The method of implementing the activity is carrying out a TOEFL preparation class for a 4-hour lecture course. The results of the activity show that there is a significant increase in scores but taking into account that TOEFL is divided into three parts: listening, structure and written expressions, and reading comprehension, its preparation process for TOEFL is a long study course. Each unit has different abilities with 27 skills in the listening section, 60 in the structure and written expressions, and 14 in the reading section. Therefore, with a total of 101 skills to be mastered, a 4-hour lecture course is clearly insufficient.

A CURE Lab in Introductory Biology at a Regional Comprehensive University Negatively Impacts Student Success in the Associated Lecture Course Among Students from Groups Underrepresented in Science.

Course-based undergraduate research experiences (CUREs) have been proposed as a mechanism to democratize access to the benefits of apprentice-style scientific research to a broader diversity of students, promoting inclusivity and increasing student success and retention. As we evaluate CUREs, it is essential to explore their effectiveness within the environments of regional comprehensive universities and community colleges, because they are important access points for a wide variety of students. It is also important to address the potential influence of volunteer bias, where students can opt to enroll in either the CURE or a traditional lab, on the outcomes of CUREs. We evaluated a CURE at a regional comprehensive university under conditions both with and without volunteer bias. We find that nonvolunteer students report a lower sense of discovery and relevance of the CURE compared with students who volunteered for the course. Importantly, we also find that our replacement of the traditional lab class with a CURE resulted in lower scores on exams in the associated lecture course among students who are both BIPOC and Pell eligible. We call for additional research on the effects of CUREs at nonresearch-intensive institutions and without volunteer bias, to better understand the impact of these classes.

Undergraduate Biology Lecture Courses Predominantly Test Facts about Science Rather than Scientific Practices.

Scientific practices are the skills used to develop scientific knowledge and are essential for careers in science. Despite calls from education and government agencies to cultivate scientific practices, there remains little evidence of how often students are asked to apply them in undergraduate courses. We analyzed exams from biology courses at 100 institutions across the United States and found that only 7% of exam questions addressed a scientific practice and that 32% of biology exams did not test any scientific practices. The low occurrence of scientific practices on exams signals that undergraduate courses may not be integrating foundational scientific skills throughout their curriculum in the manner envisioned by recent national frameworks. Although there were few scientific practices overall, their close association with higher-order cognitive skills suggests that scientific practices represent a primary means to help students develop critical thinking skills and highlights the importance of incorporating a greater degree of scientific practices into undergraduate lecture courses and exams.

Analysis of Student Learning Difficulties in Plants Physiology Online Lectures During Pandemic of COVID–19

The COVID-19 pandemic made higher education institutes support online education. Searching for the learning difficulties of students who have gone through lectures online needs to be done as anticipation and looking for solutions in the next lecture. This quantitative descriptive research was conducted in biology education study programs that have studied Plant Physiology in the 2020-2021 academic years. 56 respondents were given a questionnaire related to their difficulties during the online lectures. Learning difficulties in the external aspect were the slow internet network (58.90%) and the internal aspect was very difficult to focus on listening to online lectures if the room where the lecture was messy (58.90%). Physical and physical health profile, easy to get sore and sleepy during the course (57.10%). On the profile of academic learning, students find it more difficult to find textbooks during online lectures than during offline lectures (69.60%). The characteristics of the courses that affected the mastery of the material were the presence of many illustrations of physiological processes (30.40%) and complex concepts (30.40%). Lecturers and students work together to overcome these difficulties so as not to disrupt the overall course of lectures so that online lectures continue well.

Mobile learning and speech technology for language teachers’ professional development

This study aims to investigate the use of mobile learning to provide pronunciation training for lecturers of English as a Foreign Language (EFL) from Vietnamese provincial universities. Mobile learning offers a potential solution for the delivery of professional development to lecturers based outside major cities thanks to its capacity to enable learning anytime, anywhere. Mobile learning and speech technology are expected to facilitate lecturers’ self-direct learning to fulfil their professional development needs using their own devices. This paper reports results from a pilot study which serves as the first phase of an ongoing design-based research project. The pilot study was carried out to explore the feasibility of an online pronunciation course and identify potential problems for future course iterations in the context of participants living outside major cities in a developing country. The objectives of the project are to establish and test a set of fundamental principles for mobile learning to be an effective way of providing online professional development for lecturers based outside major cities and to shed light on the necessary adjustments in course design to make it a scalable model for future education planning. In this study, both qualitative and quantitative data were collected during two iterations of an online pronunciation professional development course for EFL lecturers from Vietnamese provincial universities.

Development of scientific speech of master's students in architecture

Introduction. The pertinence of the considered problem is stipulated by the fact that nowadays the research aspect is becoming an important part of the master's degree programs in the world's leading architectural schools, and mastering research skills requires the ability to properly present the results of the conducted research in a master's thesis. In the scientific literature there is a growing number of publications dedicated to the formation of professional research competence and skills of writing research texts in native and foreign languages among master's degree architect students. Unresolved problems include the preparation of programs, selection of content and conditions of implementation of such courses. The integrated objective of the paper is to propose a tested structural and content model of the course on the development of scientific speech of future architects. Research methods. The content of the lecture and practical course is based on the author's manuals and the author's monograph, on the material of modern Russian and foreign research on scientific functional style, the study of the language (vocabulary and terminology) of architecture. Texts from literary sources of interest to architects were used as examples. Research results. Successful accomplishment of course objectives is the result of the development and implementation of the structural and content model of teaching in the educational process, including the author's course program and the basic author's methodology, inextricably linked with modern philological studies of architectural and construction discourse, including the sublanguage of architecture and architectural terminology. With the discipline's focus on the formation of general language, universal and professional culture of future masters of architecture it is advisable to use a cross-genre methodological model of teaching with the reliance on the leading principles of construction and implementation of the course such as educational content selection, scientific approach, rationality, historicism, taking into account the motivation and needs of students, accessibility of didactic material, individual approach in teaching, educational teaching and interactivity described information could be interesting for teachers of the Russian language of architectural and construction universities. Conclusion. The described course helps architecture graduate students to broaden their general cultural and professional outlook, to get an idea of another kind of language – scientific language and its genres, scientific communication in Russian, and to master the skills of Russian scientific writing. The course gives students a new perspective on the texts they produce, helps them to understand their own identity as a linguistic person who is as much responsible for the creation of written texts as for the results of architectural and urban planning projects.

What topics of peer interactions correlate with student performance in physics courses?

Research suggests that interacting with more peers about physics course material is correlated with higher student performance. Some studies, however, have demonstrated that different topics of peer interactions may correlate with their performance in different ways, or possibly not at all. In this study, we probe both the peers with whom students interact about their physics course and the particular aspects of the course material about which they interacted in six different introductory physics courses: four lecture courses and two lab courses. Drawing on social network analysis methods, we replicate prior work demonstrating that, on average, students who interact with more peers in their physics courses have higher final course grades. Expanding on this result, we find that students discuss a wide range of aspects of course material with their peers: concepts, small-group work, assessments, lecture, and homework. We observe that in the lecture courses, interacting with peers about concepts is most strongly correlated with final course grade, with smaller correlations also arising for small-group work and homework. In the lab courses, on the other hand, small-group work is the only interaction topic that significantly correlates with final course grade. We use these findings to discuss how course structures (e.g. grading schemes and weekly course schedules) may shape student interactions and add nuance to prior work by identifying how specific types of student interactions are associated (or not) with performance.

Bridging the biochemistry lecture and laboratory courses: Construction and application of the "Innovative Experimental Design" module.

Both lecture and laboratory courses of biochemistry are important professional courses for undergraduates with biology related majors. Course optimization and update is crucial but challenging, especially for the laboratory course. Although taught separately, here we showed a strategy to bridge the two courses and promote the improvement of both. In addition to knowledge teaching, we implanted the "Innovative Experimental Design" module in the lecture course in which students were required to design and present their own experimental ideas. After evaluation by the faculty group, the best idea was supported for further experimental test. Here we described the preliminary experiments and optimization procedures about the idea of microbial fuel cells. This experiment is ready to be included into the laboratory course program in spring 2023.

Motivational Development and Learning Success in Regular Semesters and Distance Semesters Under Pandemic Conditions in an Educational Psychology Lecture Course

This study compared university students’ motivational development and learning success during multiple regular and pandemic distance semesters. In general, a decline in expectancies and task values was expected during semesters. Based on situated expectancy-value theory, we exploratively examined how situative pandemic-related factors were related to motivational development, knowledge acquisition, and ceased self-testing. Data from N = 690 students attending the same lecture course on educational psychology were assessed in four regular (n = 426) and three distance (n = 264) semesters using latent growth curve modeling. Declines in all motivational components except attainment value were found in the overall sample. Motivation did not differ between regular and distance semesters. However, regarding learning success, students in pandemic distance semesters showed lower knowledge test performance and ceased self-testing more often and earlier. There were many concerns that the pandemic had a strong negative impact on students’ motivation and learning success. However, our results provide evidence that students’ motivation was quite robust. Nonetheless, the high rate of ceased self-testing in distance semesters is a concerning result and our study highlights the need for strategies to provide increased support for learners under regular as well as special conditions.

Художественное решение проблемы современной молодежи в прозе А. Мизова

This paper attempts to identify the aesthetic models of Kabardino-Circassian literature in its evo-lution, through the patterns of affirmation of ideals, stereotypes and cliches, appropriate for de-termining authors and specific time periods. The object of this study is the works of one of the brightest representatives of rural prose, a follower of the “writers of the sixties” Ahmed Mizov. The work focuses on identifying the peculiarities of the modern artist’s worldview, the connection of his works with life and a pronounced attitude to the reliability of the presentation. The rele-vance of the research topic is determined by its innovative nature associated with the analysis of unexplored works of Kabardino-Circassian literature. Researchers drew the following conclusions based on their scientific research of the prose writer's work: a) A. Mizov is a master of the short story; b) a sensitive perception of the surrounding world allowed the author to create a whole gal-lery of artistic images, memorable for their immediacy; c) significant changes in social and polit-ical life, in everyday life, in the psychology of the ethnic group over the past decades, the artistic need to understand and show them underlie the novels, short stories, short stories by Ahmed Mi-zov. He fills his novels, short stories, and short stories with an artistic vision of the world. Their heroes are lively, original people, young people, mostly rural and their problems. In the course of the study of the writer’s work, a set of scientific methods was applied, including comparative, comparative-historical, description and literary analysis, which, from the point of view of usage, makes it possible to determine both structural models and the content-conceptual aspect of the artist’s work. The practical significance of the article is the results obtained, which can become a theoretical aid in further research of the work of modern authors and in the study of Kabardino-Circassian literature. They can also be used to prepare undergraduate and graduate students in philological faculties, as well as lecture courses on linked peoples’ literature and Russian litera-ture. The article is intended to facilitate the entry of works of national literature into the all-Russian cultural context.

Median pelisäännöt. Sananvapauden toteutuminen oikeustapausten ja toimitustyön eettisyyttä arvioivien Julkisen sanan neuvoston ratkaisujen pohjalta

The online publication examines the implementation of freedom of speech and the requirements set for editorial work based on selected legal cases and the decisions of Council for Mass Media in Finland, which evaluates the ethics of journalism. The presentation aims to identify and illustrate" the problem areas of journalistic work by connecting the discussed case examples as part of the chronological editorial work process. Presentation starts from the external starting points of journalism (Journalism's operating environment), the general rights related to freedom of speech and access to information (The public's relationship with the media) and the journalistic decision-making power and independence of newsrooms, where we also look at possible abuses of media power (Journalism's credibility). The chapters following these parts deal with the time-sequenced practices of editorial work (Information acquisition, Story implementation, Publishing, and Follow-up journalistic activities). "Efforts have been made to follow selected legal cases until their final, legally binding decisions" Some of the cases have been resolved in the national district court, court of appeal or supreme court proceedings, but some of these have progressed to the decision of the European Court of Human Rights, which interprets freedom of speech. The examples also include non-accusation settlements regarding the use of freedom of speech. In the cases decided by the Council for Mass Media in Finland, features assessed as both unethical and meeting ethical requirements have been dealt with. In the examples, ethical interpretation of the considered part of the solution has been described, but the exempt-condemnatory marking that characterizes the conclusion as a whole has been removed. The publication is based on the author's lecture courses on legal standards and ethics of journalism at the University of Jyväskylä and its partner institutions.

Median pelisäännöt

The online publication examines the implementation of freedom of speech and the requirements set for editorial work based on selected legal cases and the decisions of Council for Mass Media in Finland, which evaluates the ethics of journalism. The presentation aims to identify and illustrate" the problem areas of journalistic work by connecting the discussed case examples as part of the chronological editorial work process. Presentation starts from the external starting points of journalism (Journalism's operating environment), the general rights related to freedom of speech and access to information (The public's relationship with the media) and the journalistic decision-making power and independence of newsrooms, where we also look at possible abuses of media power (Journalism's credibility). The chapters following these parts deal with the time-sequenced practices of editorial work (Information acquisition, Story implementation, Publishing, and Follow-up journalistic activities). "Efforts have been made to follow selected legal cases until their final, legally binding decisions" Some of the cases have been resolved in the national district court, court of appeal or supreme court proceedings, but some of these have progressed to the decision of the European Court of Human Rights, which interprets freedom of speech. The examples also include non-accusation settlements regarding the use of freedom of speech. In the cases decided by the Council for Mass Media in Finland, features assessed as both unethical and meeting ethical requirements have been dealt with. In the examples, ethical interpretation of the considered part of the solution has been described, but the exempt-condemnatory marking that characterizes the conclusion as a whole has been removed. The publication is based on the author's lecture courses on legal standards and ethics of journalism at the University of Jyväskylä and its partner institutions.

Development and evaluation of the effectiveness of the educational and methodological complex of the module «Features of dental care for patients with concomitant diseases» of the Federal State Educational Standard of Higher Education in the specialty 31.05.03

Order No. 984 of August 20, 2020 of the Ministry of Science and Higher Education of the Russian Federation approved the Federal State Educational Standard of Higher Education – a specialty in the specialty 31.05.03 «Dentistry», programs are developed and approved by the organization independently with the formation of requirements for the results of its development in the form of universal, general professional and professional competencies of graduates. At the Department of Pain Management in Dentistry of Moscow State Medical University named after. A. I. Evdokimov developed the program «Features of providing dental care to patients with concomitant diseases» and an educational and methodological complex consisting of a textbook (monograph), a course of video lectures, an educational and methodological manual (workbook) for self-preparation of students for classes. In order to control the acquired knowledge, a bank of test tasks and situational tasks was created. An analysis of the performance of 1,306 students of the Faculty of Dentistry, who studied in the 9th semester, demonstrated the high efficiency of the developed program and educational and methodological complex.

Professor of physics at three Imperial Universities of Russia B.V. Stankevich: milestones of scientific biography and stages of teaching activity

The article considers the main stages of the scientific and pedagogical activity of one of the students of the great Russian physicist A.G. Stoletov – Professor Boris Vyacheslavovich Stankevich (1860–1924), who taught at three Imperial universities of Russia during his long-term teaching career. A set of little-known facts about his biography are reported. The research work of B.V. Stankevich at the Imperial Warsaw University is briefly described, indicating the main scientific works he prepared. He is characterized as a talented theoretical physicist and talked about his scientific work in the fields of geophysics and observational astronomy. The pedagogical activity of B.V. Stankevich at three Imperial Universities – in Warsaw, Novorossiysk and Moscow – is described in more detail. Particular attention is paid to his service at Moscow University in 1911–1917, since until now this question has been poorly covered in historical and pedagogical research. The state of physics education at Moscow University in those years is studied, including the structure of the experimental physics lecture course that was given at that time, the staffing of the educational process, and the general situation at the university’s physics department. An assessment is made of B.V. Stankevich’s contribution to the development of physics teaching at the Imperial Moscow University in the crisis pre-revolutionary period.