Lecture Course Research Articles

Sergey Vladimirovich Sazonov — to the 60-th anniversary of the birth

The article is dedicated to the prominent Russian morphologist, Head of the Department of Histology of the Ural State Medical University, Honoured Worker of Higher Education of the Russian Federation, Doctor of Medical Sciences, Professor Sergey Vladimirovich Sazonov. On 17 May 2023 he turned 60 years old. Sergey Vladimirovich devoted his whole life to science, teaching, and his alma mater Ural State Medical University. He opened a number of research and diagnostic laboratories in the Ural Federal District, continuously created and mastered new methods and new research technologies, introduced them into clinical medicine and education.
 Sergey Vladimirovich was one of the organisers of the first scientific medical journal in our region the Bulletin of the Ural State Medical Academy (now the Bulletin of Ural State Medical University). Sergey Vladimirovich successfully carried out material and technical re-equipment of the Department of Histology at Ural State Medical University, created a completely new in content multimedia course of lectures, and now he actively carries out digital transformation of his discipline, skilfully manages the creation of electronic educational resources in histology.
 The article reflects the stages of life and creativity of Professor S. V. Sazonov, his main scientific achievements, professional and personal qualities.

Empathy in Phenomenological Psychology and Psychotherapy

This study aims to focuses on the problem of access to other minds within phenomenological psychotherapy. The problem is that the Other is at the same time a phenomenon that is constituted by my consciousness and a transcendental subject located in objective reality. The author begins with the materials of the 1925 summer course of lectures given by Husserl in Freiburg, which set out the essence of the “new psychology” project. The new psychology should become an alternative to the natural-scientific approach, and should refer to direct individual experience. Therefore, it has intentional life as an object, refusing excessive theorizing about the psychological phenomena. The psychologist reveals the universal pre-experimental structures of consciousness through intuition, working with a priori forms. Empathy (German: Einfüllung) plays an important role in the work of a psychologist and psychotherapist. Husserl developed his concept of empathy through a rethinking of the theory of empathy by T. Lipps and understood it not as a mirror process, but as a projecting assimilation. Functional commonality allows you to create a bridge between the perceiving subject and the one who is perceived. Husserl’s concept of empathy became the basis for developing a number of productive therapeutic approaches. At the end of the article, two examples of such approaches are given: the phenomenological psychiatry of K. Jaspers and the method of subverbal communication of E. Gendelin.

What evidence-based learning activities help students acquire knowledge, correct confidence in their own knowledge, and accurate self-assessment?

The current study examines the development of higher education students' knowledge, correct confidence in their own knowledge, and accuracy of self-assessment over one semester and if the use of evidence-based learning activities (such as practice testing) is associated with these outcomes. The present study assessed N = 285 university students' use of learning activities, their knowledge, correct confidence, and accuracy of self-assessment five times over the course of a semester in a lecture course. All learning outcomes improved and were explained by learning activity use beyond students' prior knowledge, prior achievement and motivation. Latent profile analyses distinguished five subgroups of students regarding the frequency and combination of learning activity use. Results indicate that students benefitted most from using multiple activities. The study provides evidence that in a realistic learning setting several learning activities contribute to students' knowledge, correct confidence, and accuracy of self-assessment gains. Educational relevance statementThe study identifies positive changes in various learning outcomes, i.e., knowledge, correct confidence, and accuracy, over the course of a semester in a cohort of university students. It also examines students' learning behavior with a person-centered approach and if students learning behavior adds to the explanation of learning outcomes. The results support the benefits of engaging in many different learning activities beyond individual learning prerequisites. The study adds to current research by combining the study of multiple learning activities in a lecture course and the longitudinal investigation of multiple learning outcomes. The study further reinforces the importance of providing evidence-based activities in higher education.

Relations between undergraduates’ self-regulated learning skill mastery during digital training and biology performance

Undergraduate STEM lecture courses enroll hundreds who must master declarative, conceptual, and applied learning objectives. To support them, instructors have turned to active learning designs that require students to engage in self-regulated learning (SRL). Undergraduates struggle with SRL, and universities provide courses, workshops, and digital training to scaffold SRL skill development and enactment. We examined two theory-aligned designs of digital skill trainings that scaffold SRL and how students’ demonstration of metacognitive knowledge of learning skills predicted exam performance in biology courses where training took place. In Study 1, students’ (n = 49) responses to training activities were scored for quality and summed by training topic and level of understanding. Behavioral and environmental regulation knowledge predicted midterm and final exam grades; knowledge of SRL processes did not. Declarative and conceptual levels of skill-mastery predicted exam performance; application-level knowledge did not. When modeled by topic at each level of understanding, declarative knowledge of behavioral and environmental regulation and conceptual knowledge of cognitive strategies predicted final exam performance. In Study 2 (n = 62), knowledge demonstrated during a redesigned video-based multimedia version of behavioral and environmental regulation again predicted biology exam performance. Across studies, performance on training activities designed in alignment with skill-training models predicted course performances and predictions were sustained in a redesign prioritizing learning efficiency. Training learners’ SRL skills –and specifically cognitive strategies and environmental regulation– benefited their later biology course performances across studies, which demonstrate the value of providing brief, digital activities to develop learning skills. Ongoing refinement to materials designed to develop metacognitive processing and learners’ ability to apply skills in new contexts can increase benefits.

Lexico-semantic characteristics of composite ornithonyms in the Yakut and Altai languages

The issues of comparative language learning are among the most relevant topics in modernlinguistics. The comparative typological method is especially important when studying the word-formationsystems of two languages in order to identify similarities and differences. Complex words actively replenishthe lexical stock of the language in all its functional varieties. There is a fairly voluminous layer of vocabularyof composite words representing the names of birds – ornithonyms. The abundance of composite words inthe Yakut and Altai languages used for naming birds, and the lack of work on their comprehensive researchand systematization indicates the need for scientific research of bird names. The purpose of this work isto study the lexical and semantic features and word-formation structures of composite words denoting thenames of birds in the Yakut and Altai languages. In order to achieve this goal, the following tasks are solved:identification of the functional meaning of composite words; consideration of the history of the study of birdnames in Turkic linguistics; systematization of bird names in the Yakut and Altai languages; establishmentof the main lexico-semantic groups, methods of formation and structural models of composite ornithonyms.This study uses a set of methods: comparative, descriptive and quantitative methods. The scientific noveltyof the work consists in the fact that the issues of comparative analysis of composite words denoting thenames of birds in the Yakut and Altai languages were not the subject of special study. The theoretical andpractical significance of the work is that its materials can be used in the study of composite ornithonyms inother Turkic languages, as well as in the development of lecture courses, seminars on vocabulary.

Impact of 3D-printed laboratory equipment in vibrations and controls courses on student engineering identity, motivation, and mindset

This paper describes the implementation of innovative 3D-printed laboratory equipment linked to inquiry-based learning activities designed to improve learning, increase engineering identity and motivation, and foster a growth mindset in students taking undergraduate level mechanical vibrations courses, control theory courses, and associated laboratories. These innovative designs create new opportunities for hands-on learning, are low-cost, portable, and can be adapted for use in multiple science and engineering disciplines. The learning activities are based on the POGIL model, which has been used across a variety of disciplines including engineering. We describe the features of three separate devices (spring-connected sliding carts, compliant parallel arms with fixed-free ends and a slider mass, and a pendulum with variable tip load) implemented using a quasi-experimental approach with 510 duplicated students across three semesters during the COVID-19 pandemic in multiple lecture courses and laboratory sections. We also present an assessment of impact based on descriptive statistical analyses of survey data for student-reported learning gains and pre-post paired comparison tests on validated instruments measuring perceptions of engineering identity, engineering motivation, and growth mindset. Further, we conducted a student focus group and include salient instructor observations. Results show most students participating in the learning activities using these devices report that it supported their learning “a lot” or “a great deal.” In addition, on six of seven surveyed learning outcomes, most students reported feeling confident enough to complete them on their own or even teach them to someone else. Our data did not show a measurable impact on engineering identity, engineering motivation, or growth mindset, though it does suggest further investigation is merited.

Методические возможности лабораторного практикума

The questions of distribution of material studied in the course of general physics by types of training sessions (lectures, seminars and laboratory works) are considered. The subject of physics is discussed, as well as the basic concepts that reveal it. Definitions of physical quantities, physical laws and their evolutionary character are discussed. The main objectives of physics are formulated, and the role of methodological principles in shaping our knowledge of nature is noted. It is pointed out that the historical lecture course for modern students is the first serious experience with the subject of physics. The reasons why it is necessary to conduct laboratory workshop are explained. The methods of laboratory workshop are formulated. It is shown that laboratory workshops contribute to the development of cognitive processes and formation of general erudition of students, deepen and expand their knowledge, which facilitates the choice of professional orientation. An example of laboratory work is described, for which the ways of realizing such merits are discussed in detail.

Russian Neo-Paganism: Organization and Propaganda

The development of modern paganism in Russia as a projection of alternative religiosity, a socio-political and ideological phenomenon has been around for several decades. Arisen at the end of the 1970s as a project of a lonely passionary A. А. Dobrovolsky, it soon acquired the status of a public institution, whose various units (communities, unions and an extra-systemic community of sympathizers that are potential neophytes) constitute a cult environment. During the development of this new religious movement, several independent directions appeared (rodnoverie, Odinism, primitive paganism, Druidism, Wicca, neoshamanism, neotengrism, etc.) with appropriate festive and ritual complexes, mythologies, source bases, ministers, and sacred languages (Newspeak). Currently, we may say that a whole neopagan diasporic community has emerged, claiming to have its own system of upbringing and education, projections of a new “correct” history, and social and structural forms that are parallel to the existing state and public institutions of the Russian Federation. The proposed paper aims to consider the most important concepts of the organization and specifi cs of propaganda that contribute to the successful functioning of Russian variations of neopaganism. The researcher concludes that modern Russian paganism is a constantly updated living worldview system with a well-developed ideology and organizational structure. Its most important element is the fi gure of a charismatic ideologue, who at will constructs both the microcosm and its position among other confessions in the domestic and international arena. It is the community leader who is responsible for the diversity of organizational forms, taking into account external factors (the needs of the fl ock) when modeling the latter. The propaganda of the neopagan diaspora includes a complex of various methods and practices, using the widest range of means, such as specialized printed materials, lecture courses, research activities, opening of educational institutions, religious mimicry, active development of the media space, and international activities.

Viktor Kaminskyi’s Musical Universe

The aim of the article is to analyse V. Kaminskyi’s work, which, despite all the uniqueness of his personality, has not yet been clarified in Ukrainian musicology, and to chronologise his compositional heritage. Results. Thanks to the systematic analysis, the composer’s creative work was comprehended holistically in the context of national and world music, taking into account the value of each work as an artistic and cultural phenomenon. The composer’s work is defined as a complete style system that represents a significant creative heritage in various genres and builds its own, unique paradigm, which constitutes the modern layer of musical culture in Ukraine. The research results can be used in lecture courses on the history of Ukrainian musical culture, in various areas of musical and educational activities, as well as a base for further research developments. The key to a thorough study of the artist’s achievements should be the focus on the implementation of a comprehensive analysis of all components of his work, which is an effective tool for the deep understanding of his talent, going beyond the applied approach to highlighting all aspects of the master's activities in a multidimensional scientific and historical space. All this determines the scientific novelty of the study as the first experience of a special analysis of Kaminskyi’s compositional practice in Ukrainian musicology. Conclusions. Viktor Kaminskyi’s multifaceted creative heritage testifies to his artistic universalism as a phenomenon of Ukrainian musical culture of the late 20th – early 21st centuries. His music is perceived as a spiritual creed of the artist, which is distinguished by a special national dimension that radiates different facets of an original artistic view of the contemporary world.

Technical peculiarities of the narrative action games of the 1990s – 2010s as a factor of their development in the context of digital art

The purpose of the article is to reveal and analyze the technical peculiarities of the narrative action games of the 1990s – 2010s as a factor of their development in the context of digital art.
 The methodology of the research is accordingly conditioned by the interdisciplinary and techno-cultural nature of the subject of study that has an influence on the choice of toolkit among the components of which are: firstly, reductionist theory and the principle of technological determinism, which help to reveal the role of computer technology in improving game mechanics and shaping the an artistic-expressive means inherent in action games; secondly, narrative analysis that helps to understand the connection of the aesthetic effect with the unique narrative form of video games, which makes it possible to synergize the interactive and artistic-staging parts; and, thirdly, philosophical approach in its connection with the art historical analysis, thanks to the cooperation of which it becomes possible to apply game and phenomenological principles as elements of the above analysis to reveal the specifics of the artistic-virtual space of action games, which is close to interactive fiction and animated films in its aesthetic characteristics.
 The results. It was pointed out that in the 1990s – 2010s narrative video games thanks to technical progress made a “breakthrough” in the development of an artistic-expressive system. On the examples of “Wolfenstein 3D”, “Quake”, “Half-life”, “Half-Life 2”, “Doom 3”, “Fahrenheit”, “Crysis” and “Heavy Rain” it was proved that the development of action video games in the pointed period was supposed to solve the problem of conventionality (“animation”) of the image through technological innovations that reduced unrealism and increased its expressiveness. The key role in this played such an aesthetic constant as Narrative Space. It was found out that the technological evolution of action games as a genre of digital art was accompanied by the emergence of non-linear artistic and ontological patterns and the acceleration of the dynamics of the development of the game space.
 The scientific novelty. For the first time in the article an attempt was made to analyze the technical peculiarities of the action games of the 1990s – 2010s as a factor in their development in the context of digital art and interactive non-linear narrative.
 The practical significance. The obtained results can be applied in the modernization of programs for the professional training of multimedia directors, sound directors, animators, and other specialties in higher education institutions. The materials of the work are of the practical value for researchers in the field of theory and history of art, modern screen culture and audio-visual synthesis, and can be used in the development of educational and methodological manuals and lecture courses devoted to computer games and interactive programs.

Finding the Most Effective Method in Anatomy Lesson in Nursing Education: A Comparison of Classical Lecture and Flipped Classroom

Objective: The objective of this research is to determine the comparative superiority between classical face-to-face education and flipped classroom models from the students' perspective. Methods: This educational intervention study involved 109 first-term students from Akdeniz University Faculty of Nursing who participated in all the discussed flipped training and classical lecture courses. The study included the administration of feedback forms and an exam. Results: The averages of the total student feedback scores for the classical lecture and flipped classroom were 45.9± 11.7 and 46.0± 8.5, respectively, and the difference between them was not statistically significant (student t-test, p=0.986). The mean of the knowledge acquisition test total scores were found to be 4.79 ± 1.62 and 4.82 ± 1.65, respectively, and the difference between them was not statistically significant (student t-test, p=0.872) Conclusion: In conclusion, the results suggest that while the flipped classroom approach does not negatively impact knowledge acquisition or student satisfaction compared to traditional lectures, it does not offer a significant overall advantage. Further research and exploration may be needed to fully understand the potential benefits and limitations of the flipped classroom model in enhancing critical thinking skills and knowledge absorption.

Vladimir Ivanovich Vernadsky as a Librarian, Bibliographer and Document Historian

The outstanding scientist-naturalist, philosopher, public figure and organizer of science V.I. Vernadsky (1863—1945) dealt with the issues of setting up librarianship in Russia. He was one of the founders of the circle on the reform of people’s libraries (1884), which included undergraduates and graduates of the Imperial St. Petersburg University, most of whom later became prominent scientific and public figures of the country. The participants of the circle considered it necessary to reform the people's libraries. V.I. Vernadsky was one of the compilers of Moscow home reading programs with bibliographic lists of recommended literature for self-educational study. He selected natural science literature for them. The lists were designed for people with secondary education who want to broaden their horizons to the level of university education. V.I. Vernadsky left his name in the history of the creation of the National Library of Ukraine: in 1918, he was chairman of the commission on its establishment; since 1988, this library deservedly bears his name. In the university course of lectures on the world history of science, V.I. Vernadsky devoted a significant place to the history of the origin of printing, the invention of geographical maps, atlases, compass, sextant, bussoli and other devices, which in terms of documentology are sources of information, i.e. documents. As a biographer and bibliographer, V.I. Vernadsky took part in the compilation of a unique 25-volume Russian biographical dictionary, the last volume of which was published in 1917. In the year of the 160th anniversary of the birth of Academician V.I. Vernadsky, these facts from his biography deserve the attention of the library and bibliographic community.

On the experience of teaching the basics of scientometrics and preparing scientific publications at Lomonosov Moscow State University

The history of creation and the content of the elective lecture course “Basics of scientometrics and preparing scientific publications” created in 2022 at the School of Biology of Lomonosov Moscow State University are considered. The course, consisting of 12 lectures, is intended for Ph.D. students of any schools of Moscow State University, who, unlike undergraduate students, already have some experience in scientific work and publication of its results. The topics covered in the course are listed, a list of questions proposed in the test is given. Among other things, the main scientometric indicators, work on lists of references, search for possible borrowings in the manuscript, requirements for illustrations, compliance with publication ethics, determining whether a scientific publication belongs to “predatory”, reviewing scientific articles, their correct structuring, etc. are considered. Since the majority of course participants are Ph.D. students of the School of Biology of Moscow State University, special attention in the lectures is paid to the ethical issues of publishing the results of research conducted on animals and humans. It is noted that the course of lectures attracted a fairly large number of listeners interested in the correct design of their articles and choosing the best scientific editions for them. It is emphasized that these issues are especially relevant for scientists involved in the preparation of applications for grants, without which it is now almost impossible to imagine serious scientific research. The results of the test carried out after the end of the course are briefly analyzed.

Organization of distance learning using the Moodle platform, the Zoom service, and Google digital tools for higher education students of the Aquatic Bioresources and Aquaculture educational programs at Bila Tserkva National Agrarian University

Today, students of higher education study in Ukraine; it is not easy to imagine without information technologies, which are necessary for modern education. Creating a global information space, such technologies penetrate all spheres of human activity, thus becoming an integral part of the educational process. In today's challenges, pandemics, and wars, modern education relies on the informatization of the educational space and distance learning, drawing society's attention to distance learning technologies. During martial law, remote course training in schools and universities makes it possible to receive and continue learning, gain knowledge, and increase training. Using remote platforms to learn educational components is an integral part of the educational process. Training specialists, training, and counseling of higher education seekers in the existing conditions is only possible with modern educational online platforms. The main task is the correct organization of the educational process and for those seeking higher education to successfully acquire the necessary knowledge in specialized disciplines to prepare competent, competitive specialists. Bila Tserkva National Agrarian University applies a distance form of education, which is regulated by regulations (“Regulations on the system of internal quality assurance of education and educational activities at Bila Tserkva National Agrarian University”, “Regulations on the organization of current, semester control and attestation of applicants of professional pre-higher and higher education with the use of distance learning technologies in the regional university center of Bila Tserkva National Agrarian University”, “Regulations on the Moodle learning management system at Bila Tserkva National Agrarian University”). Distance learning in recent years has shown a sufficiently high-quality success rate of higher education applicants and the training of scientific and pedagogical personnel to ensure the educational program Water bioresources and aquaculture at the Bila Tserkva National Agrarian University. Students are provided with electronic versions of manuals, textbooks, lecture courses, and presentations on the Moodle platform and other services. The use of Google digital tools and the Moodle platform, the Zoom service help students of higher education acquire knowledge in their field in an accessible form and comfortable conditions.

Nomination of heroes in the Anglo-Saxon epic "Beowulf"

The subject of the study are the peculiarities of the nominations of heroes in the archaic Anglo-Saxon epic "Beowulf". The language nomination, which is a complex and multifaceted phenomenon, is closely related to a person's understanding of the surrounding world and plays an important role in language. However, despite its importance, the study of this issue remains insufficiently studied. The purpose of this study is to examine the uniqueness of the hero nominations in Beowulf, analyzing the hero nominations not only etymologically, but also considering their potential meanings in context. To achieve the purpose of the study, various methods were used, including interpretive, word-formation, descriptive and etymological approaches. The results of the study can be used in teaching lecture courses on the Old English history and lexicology of English and, in reading special courses on linguocultural studies. The scientific novelty of the study lies in the fact that it conducted a comprehensive review of the system of hero nominations in the epic poem "Beowulf". It is concluded that the nominations of heroes in Beowulf are characterized by the use of proper names, which can be classified into monothematic, dithematic and suffix-monothematic names. On the other hand, there are various nominations based on common names, enriched with rich stylistic techniques, such as kenning, metaphor, etc. The nomination of heroes can change in different situations, reflecting the language, culture and values of the ancient Anglo-Saxon society.

Examining the Impact of Experiential Learning Activities on Student Performance in an Introductory Animal Science Course

The use of experiential learning in agricultural courses within postsecondary institutions has become increasingly important as educators seek to provide students with a meaningful education that increases knowledge acquisition and achievement. Hands-on, experiential learning activities within agricultural sciences, and more directly animal sciences, have previously been used to provide students with experiences that increase performance in courses and overall development throughout a student’s education. Therefore, the purpose of this study was to examine the influence that experiential learning laboratory lessons had on students enrolled in an introduction to animal science lecture course at [University]. Researchers utilized a quasi-experimental study, in which students were placed into one of three groups, depending on the experiential learning lessons that were taught throughout the semester. This was done to determine if students who participated in specific hands-on, experiential learning lessons retained more content knowledge than those who did not receive these lessons, on summative assessments given throughout the semester. Researchers utilized the first quiz scores to examine prior knowledge between groups, and determined that there was no difference. While researchers were unable to determine significance between groups and student content acquisition due to unequal group sizes, researchers determined that students who received experiential learning lessons performed better on average, than those who did not. Researchers identified recommendations for future studies, which include replicating the study with modifications, and repeating the study with two introductory courses simultaneously, in which one course entirely utilizes experiential learning lessons and the other course utilizes traditional review sessions. Additionally, researchers recommended practitioners integrate blending experiential learning opportunities and traditional lecture and review when teaching introductory courses.

Lecture Course “Modern Physics”

In the paper, the structure of the lecture course “Modern Physics” is described in detail. The course is based on a logical presentation of modern ideas about quantum-, atomic-, nuclear-, and molecular physics as well as astrophysics. A special attention is paid to a relatively new interdisciplinary research field, namely the physics of open systems, and to the study of clusters as one of the most promising scientific areas. Separate chapters of the textbook are devoted to nonlinear optics, quantum information, structure and dynamics of molecules. The fundamental laws and concepts of modern physics, their relationship and origin are comprehensively discussed. It is underlined that this lecture course is intended, first of all, for students of technical universities, postgraduate students of relevant specialties, as well as professors of vocation-related subjects. The inclusion of new sections of physics in the curricula of universities is rationalized, in particular, by the fact that physics is closely related to engineering. Due to this fact, the important role that physics plays in society becomes especially evident. The paper may also be of interest to those who are fond of physics and its state-of-the art.

Public health education: the status of health and health-related physical activity courses in Texas community colleges.

There is an inverse relationship between disease and both health literacy and physical literacy. Courses taken during the completion of degrees at community colleges help to prepare students to be productive members of society by teaching knowledge, skills, and abilities needed for employment and good citizenship. Coursework in public health education and health-related behaviors should be included in the overall community college curriculum. The purpose of this study was to determine the status of Health/Wellness/Physical Fitness Lecture (HWPFL) and Health-Related Physical Activity (HRPA) courses in Texas community colleges. A review of the institutional websites of Texas community colleges (N = 50) was performed to access information regarding HWPFL and HRPA courses and graduation requirements. Information regarding the Texas Core Curriculum was reviewed for any local additions to the state mandated requirements that students are required to complete prior to the attainment of Associate in Arts (AA) and Associate in Science (AS) degrees. Individual colleges were grouped into those with <5,000 students (N = 21), those having 5,000-10,000 students (N = 16), and those with >10,000 students (N = 13). Three (6%) institutions require a HWPFL course for AA and AS degrees and 49 (98%) had such courses available for elective credit. Two (4%) colleges require an HRPA course for AA and AS degrees whereas 47 (94%) offer such courses for elective credit. There was one college that only offers a HWPFL course. One college did not offer either HWPFL or HRPA courses. There were many identical courses offered by various colleges for required and elective credit. Requiring health, wellness, and health-related physical activity requirements in Texas community colleges can be a policy solution for improving health and physical literacy in students. This research study demonstrated the prevalence of health, wellness, and health-related physical activity requirements in the 50 public community colleges in the state of Texas. Offering courses in health, wellness, and health-related physical activity as required or elective courses for graduation from Texas community colleges is a means through which to develop health literacy and physical literacy in students resulting in a positive influence on public health.

«…Рано вылетел из скафтымовского “гнезда”»: В. А. Бочкарев об А. П. Скафтымове

The article discusses the relationship of V. A. Bochkarev, a graduate of Saratov University in 1930, the first postgraduate student of A. P. Skaftymov in 1930–1933, subsequently Doctor of Philology, professor, the head of the department of the Russian and Foreign literature of Kuybyshev (Samara) Pedagogical Institute (University) for many years, the author of the fundamental works on the Russian historical drama, and A. P. Skaftymov, the founder and the creator of Saratov School of Philology, a scientist of world renown. A. P. Skaftymov left philological legacy exclusively valuable in its scientific magnitude and he educated many students, the nestlings of Skavtymov’s “nest”, as they were called afterwards, some of them, including V. A. Bochkarev, have taken the rightful place in the literature science. The article covers the important role that A. P. Skaftymov played in the personal and scientific life of V. A. Bochkarev in his formation as a scientist and a teacher, who retained a grateful memory of his tutor. Some important memoir evidence by V. A. Bochkarev is presented, in which he dwells on the content and structure of the lecture courses given by A. P. Skaftymov, that V. A. Bochkarev chanced to attend as a student and a postgraduate, on the topics of the special seminars that A. P. Saftymov used to teach, on the reports that were prepared under his supervision, on the requirements of the scientific supervisor to the students’ and postgraduates’ papers, on the methods of scientific counselling, on A. P. Skaftymov’s inherent feeling of democracy, that was revealed in his behavior as the head of the department and the faculty. The article considers how V. A. Bochkarev perceived and evaluated the scientific, moral and educational lessons of A. P. Skaftymov, which he appropriated for his life and reflected in his memories and letters to his colleagues in Saratov.

Impact of gross anatomy laboratory on student written examination performance: A 3-year study of a large-enrollment undergraduate anatomy course.

The efficacy of the various pedagogies that are used in human anatomy laboratories has been extensively debated. Nevertheless, an important question remains relatively unexamined-how the learning experience in the anatomy laboratory impacts students' mastery and application of anatomical knowledge beyond the laboratory setting. In this study, the effect of a prosection-based anatomy laboratory on overall comprehension and mastery of anatomical knowledge was evaluated in an upper division undergraduate anatomy curriculum that consists of a mandatory lecture course and an optional laboratory course. This flexible curricular structure permitted assessing the merit of laboratory learning on the written examination performance of the lecture course. In 2019 and 2022, the anatomy laboratory was taught in-person using prosections, while in 2021 due to the Covid-19 pandemic related regulations, it was taught remotely with live-streaming of prosections using document cameras. In both in-person and remote instructive formats, written examination scores of the lecture course were compared between two cohorts of students: Those enrolled in lecture only and those enrolled in both lecture and laboratory. Results showed that the cohort enrolled in both lecture and laboratory courses consistently outperformed the lecture-only cohort by one full letter grade. Furthermore, when the degrees of improvement on written examination scores were compared between the two instructive formats, in-person laboratory had a greater increase compared to remote laboratory. Altogether this study demonstrates that the prosection-based anatomy laboratory enhances students' mastery of anatomical knowledge beyond the laboratory setting by promoting comprehension of spatial relationships of anatomical structures.