Didactic Management Research Articles

Water as A Transversal Axis of Learning in School Textbooks For Chilean Primary Education Students

Objective: The objective of this study is to investigate the presence of water as a transversal learning axis in the activities of Natural Science textbooks in Chilean Basic Education. Theoretical Framework: The theoretical framework is associated with the 2030 Agenda and the Sustainable Development Goals, the Chilean science curricular bases, as well as the didactic management associated with school textbooks. Method: The mixed method is followed, through content analysis, the elaboration of a priori categories, supported by quantitative elements to describe and interpret the data obtained from the analysis of school textbooks. Results and Discussion: The results obtained revealed the presence of activities, still insufficient, that deal with the topic of water in the texts. The highest frequencies of educational activities are found in the fifth and sixth grades. The skills promoted are intellectual capacities (operations to acquire, recover, solve problems and retain different types of knowledge); on the other hand, the skills that demand a process of practice (mastery of the technique or skill), attitudes and habits, such as ways of acting and behaving, are the least promoted. Research Implications: The implications of the study are referred to the methodology of science teaching in Basic Education and the respective teacher training. Originality/value: The results of the study contribute to filling a gap in the literature related to the teaching of water proposed in school textbooks. With this, guidelines are provided to improve the activities suggested in the textbooks, promoting awareness of water, its reuse and conservation.

Effect of Gender of Tunisian Teachers on Teaching Practice during Gymnastics Sessions

Two main and complementary functions within the competence of the teacher in his daily practice. A didactic function of structuring and regulating the content taught and a pedagogical function of management, relational and communicative regulation of life in the classroom. In addition to the pedagogical and didactic management of the session, there is the emotional management and the movements and placements of the physical education (PE) teacher during his educational intervention. Through this study, this study seeks to clarify the influence of PE teacher gender on teaching practice during the dynamics of gymnastics sessions. Thirty PE teachers were involved in this study, divided into 15 men and 15 women. Gymnastics sessions were filmed and self-confrontation interviews were conducted with the participants. MB-Ruler software was used to measure teacher-student interpersonal distance. The results show that the gender of the PE teacher impacts his teaching practice. The female teacher is involved and invests more physically and mentally than the male teacher during the educational intervention.

Disposal Behavior of Used Masks during the COVID-19 Pandemic in the Moroccan Community: Potential Environmental Impact.

The spread of coronavirus disease-2019 (COVID-19) levied on the Moroccan authorities to increase their mask production capacity, which reached up to 12 million facemask units produced per day. This increase in personal protective equipment (PPE) production and consumption is an efficient tool to address the spread of COVID-19. However, this results in more plastic and microplastic debris being added into the land and marine environments, which will harm the ecosystem, wildlife, and public health. Such a situation needs deep individual behavior observation and tracking, as well as an assessment of the potential environmental impact of this new type of waste. For this reason, we assessed the Moroccan population’s behavior regarding the use and disposal of facemasks and gloves. An exploratory survey was prepared and shared via social media and email with the population of Rabat-Salé-Kénitra and Casablanca-Settat regions. Additionally, we calculated the estimated number and weight of daily and weekly PPE used and generated by the studied regions. The survey showed that 70% of the respondents threw their discarded masks and gloves in house trash or trash bins after their first use, whereas nearly 30% of respondents admitted that they did not wear masks because they did not leave their homes during the lockdown, while from the 70% of facemask users, more than five million (equivalent to 40,000 kg) of facemasks would be generated and disposed of daily by the community of these regions, which presents 35% of the total engendered facemask waste in Morocco. Accordingly, the environment impact of facemasks showed that the greenhouse gas footprint is about 640 kT CO2 eq./year for the whole of Morocco, while the energy footprint is around 60,000 GWh/year. Furthermore, an urgent multidisciplinary environmental assessment of the potential impact of PPE must be conducted among the 12 Moroccan regions. This study demonstrated the real impact of the COVID-19 PPE on human behavior and the environment and suggests a need for providing new didactic management of facemasks and gloves.

Surgery and Anesthesiological Approach for Giant Thyroid Goiter: An Unusual Case of Didactic Management

Although giants goitres are frequently asymptomatic for a long time, its natural development always progresses eventually to compression of the trachea or oesophagus and result in clinical symptoms such as dyspnea or dysphagia. Surgical treatment can prevent: on the one hand, the inevitable evolution to compressive symptoms and the malignant transformation, and on the other hand, correct the aesthetic prejudice and functional discomfort of patients.

Evolución histórica del proceso de formación profesional y la gestión didáctica de la tarea integradora.

El objetivo del presente artículo es indagar en la evolución histórica que ha tenido del proceso de formación profesional y la gestión didáctica de la tarea integradora en el Técnico Medio en Agronomía. A pesar de los avances obtenidos en el proceso de formación profesional y la gestión didáctica de la tarea integradora del Técnico Medio en Agronomía, aún se evidencian limitaciones que exigen su urgente eliminación: la concepción didáctica de las tareas integradoras no satisface el nivel de integración de los contenidos que se reciben en los diferentes años de estudios y en la impartición del contenido agronómico predomina una concepción y práctica fraccionada en contraposición con la lógica en que se desarrollan los procesos productivos agropecuarios.

МЕТОДОЛОГІЧНІ ПІДХОДИ ТА ДИДАКТИЧНА КОМПЕТЕНТНІСТЬ СУЧАСНОГО ВЧИТЕЛЯ ФІЗИКИ У КОНТЕКСТІ ІНТЕГРАЦІЙНИХ ОСВІТНІХ ПРОЦЕСІВ

The article highlights a new understanding of a role and place of teachers in the educational process, where learning management is seen as a complex process that takes into account the heterogeneity of the learning environment and the ambiguity of didactic interaction. The analysis of the basics of teaching physics at school made it possible to identify its main functions aimed at developing of students’ knowledge and mental activity. It is shown that in the process of students’ mastering the content of didactic management, the methodological competence of a teacher of physics is improved. The use of methodological approaches in a teacher of physics’ didactic competence formation is substantiated (the competence approach made it possible to reveal the structure of competence, determine the relationship with the concepts of methodological, didactic, psychological-pedagogical, technological, information-communicative competence and present its structure in the system of competences of teachers of physics aiming at revealingits systematic nature and self-sufficient essence; a systematic approach to teacher training in didactic management made it possible to present the training process as a system aimed at preparing teachers to manage the teaching of physics and personality development in learning: an integrative approach based on the unity of theoretical and practical components in future teacher readiness, a harmonious combination of knowledge from different cycles of training and focus on the integrative nature of training results;a praxeological approach focuses on the development of such components of pedagogical skills as methodical, communicative, psychodidactic, technological, managerial, etc.). The didactic aspects of the professional activity of a teacher of physics in different types of educational institutions have been analyzed, the dominance of the subject approach to the content of knowledge and violation of a number of didactic principles, including purposefulness and motivation of learning, has been revealed. The basic provisions of a course of physics introduction in a vocational school have been determined. Five stages of sequential implementation of the integrative approach in the educational and cognitive process of a teacher of physics have been identified and described. Conclusions,regarding the expediency of a teacher of physics’ didactic competence developing on the basis of leading methodological approaches, have been made.

Using Simulation to Prepare for Clinicals in Front-Loaded FNP Curricula

BackgroundTransitioning from a Master of Science degree to a Doctorate of Nursing Practice degree in a Family Nurse Practitioner program presents a challenge in course sequencing. If DNP coursework is placed after concurrent clinical and didactic courses, students will encounter situations in clinical that they have not studied in the didactic arena (increasing preceptor burden) and complete their clinicals a year before graduation. We adopted a front-loaded course sequence, placing didactic management courses before the start of clinical courses. However, students would now be exposed to didactic management content a year before beginning clinical. MethodsTo enhance readiness for clinicals, we implemented a program, “Conquering Clinical,” which included a full day of simulation that reviewed four scenarios frequently encountered in primary care. ResultsThe students reported feeling both more confident and more competent in conducting a primary care encounter. ConclusionA preclinical preparation program is beneficial to both students and preceptors.

670-P: Provider Medication Use Changes for Better and Worse with Education

ADA guidelines for type 2 diabetes recommend metformin (MET) at all A1c levels, combination (COMBO) therapy at higher A1c levels and insulin (INS) for symptoms or A1c > 10. Current provider adherence to guidelines and the ability of educational session to alter that are unclear. Methods: We assessed provider medication use before and after didactic diabetes medication and case management sessions designed to encourage multi-combination therapy and guideline adherence. Surveys asked 163 participants to report preferred drug regimens to be used for 6 patient cases: newly diagnosed (NEW) or established (EST) diabetes patients with A1c of 7.5 (LO), 9.5 (MID) or 10.5 (HI). Results: MET use was remarkably low at higher A1c’s (69% HI, 85% MID, 98% LO) at baseline. After sessions, MET use improved significantly to 84%, 94%, 99%. COMBO (no-INS) was most frequently chosen for MID A1c levels: NEW 67%/EST 43%; compared to 13%/23% for LO 7%/5% HI. In the higher A1c cases, COMBO use increased dramatically with sessions to: 83%/72% MID, 30%/16% HI (all p< 0.005). Use of sulfonylureas decreased for 5 of the 6 cases. Changes in INS use were nuanced. Few providers (2%/4%) chose insulin for LO A1c; this decreased to near 0 after the sessions. INS was used in the majority of patients with HI A1c. INS use decreased significantly in favor of COMBO, not only for MID A1c (38%/51% to 13%/26%), but also for HI (93%/94% to 70%/84%). Summary: Initially, guideline adherence was sub-optimal (underutilization of MET, COMBO and at HI A1c of INS). Short Provider Education sessions improved practices. Use of COMBO’s less likely to cause hypoglycemia increased substantially. However, appropriate INS at HI A1c also decreased. Conclusion: There is a need for more training for better use of the antidiabetic armamentarium by primary care providers. Provider education emphasizing COMBO advantages improves planned prescribing patterns, but careful message tailoring is needed to avoid unintended consequences. Disclosure S. Sarkar: None. C.S. Barnes: None. J. Caudle: None. S.M. John: None. K.P. Clark: None. E. Heiman: None. J.C. Volcy: None. S. Schmidt: None. D.C. Ziemer: None. Funding Sanofi U.S.

COMPREHENSIVE SCIENTIFIC TRAINING AND RESEARCH CAPACITIES IN DENTISTRY STUDENTS IN GUAYAQUIL

The study of scientific research is not exclusively of our century, since it goes back to the times of Galileo, this great scientist used what was called for a long time, "Scientific Method". Research is essential in the training of students in higher education, since it is part of the professional path to obtain a university degree; It is from this perspective that in the present work the investigative theory and practice are valued as a fundamental tool in the professionalization of the dentist. Research and skills training in this area are essential in university education, they constitute the basis of the professional training process at this level. However, the study of this topic still reveals theoretical and methodological inconsistencies in the training and development of research skills in dentistry graduates, mainly due to the wide range of positions that are assumed on the subject, in addition to certain shortcomings in the didactic management of the research methodology. The study that is carried out is based on a qualitative approach to research and aims to model a system of didactic actions for the improvement of research training from the identification of positive and negative aspects that influence the technical and professional preparation in research subject of dentistry students who carry out their pre-professional practices in different offices in the city of Guayaquil

TECHNOLOGICAL APPROACH TO THE DEVELOPMENT OF THEORETICAL AND PRACTICAL ASPECTS OF DIDACTIC MANAGEMENT

Abstract . Technological approach in assimilation of the content of didactic management is oriented to mastering the students-future teachers − the basics of mastery of management education. The urgency of the problem stems from the need to determine the components of formation of didactic management competence of future students. Technological component, or technology competence, involves mastering the system of theoretical knowledge, practical skills and experience and the experience of independent designing and testing of teaching management technologies in the content of the development of a reference theme. The purpose of the study is to reveal the essence of the technological approach in developing the theoretical and practical aspects of didactic management. Research methods used: analysis (educational, pedagogical, didactic technologies and their place in the professional activity of future physics teachers on didactic management as a component of professional training of a specialist, the content of teaching technology technologies or teaching management technologies); modeling (professional training and activities related to the use of didactic management technologies); generalisation (in the process of structuring the content content of the teaching methods of didactic management; formulation of conclusions); observation (at the work of students on the development and use of technology management training in physics); a survey (conducted in the process of finding out the understanding of the nature of the tasks over the content content of the techniques of didactic management and determining their complexity for students). Technological approach in the development of problems of didactic management is realised in theoretical and practical aspects. Theoretical aspect of technological approach involves knowledge of technology: educational, pedagogical, didactic, educational; acquaint students with the experience of using pedagogical technologies (developing, gaming, person-oriented, interactive, etc.). Practical aspect involves the self-mastering of the techniques of didactic management (learning management technologies). It consists of technologies: the design of a training management system (for example, physics), training organization and management; simulation of interaction in learning; diagnostics of training. The mastery of the techniques of didactic management involves their filling with specific subject content, e.g., the technology of forming the concepts of the theme (reference), the technology of creating test tasks (for the diagnosis of rates and levels of assimilation of concepts of the basic theme), etc.

PERSONAL-ACTIVITY APPROACH IN THE TRAINING OF FUTURE TEACHERS OF PHYSICS ON DIDACTIC MANAGEMENT

Person-activity approach in modern scientific researches in pedagogy is considered as methodological one. The urgency of the problem is based on the need to select the content of the system of didactic management activity and personalily components. In the process of achieving the goals and objectives of didactic management, the activity component is provided by a set of actions and methods aimed at creating of methodological system for controlling the teaching of physics at schools. The personal approach actualises the problem of a personality traits of a teacher-manager, and optimises the creation of conditions for their development. The purpose of the study is to reveal the essence of person-activity approach in the training of a teacher of physics on didactic management. Methods of research used: analysis (of activities of future teachers of physics on didactic management as a component of professional training); modelling (professional training and didactic management activities); generalisation (in the process of structuring of the content of training on didactic management; formulation of conclusions); observation (of the work of students on the stages of establishment of a management system for teaching physics); survey (conducted in the process of finding out of understanding of the nature of tasks and determining of their complexity for students). Person-activity approach is a productive way in understanding the mechanisms of forming of a future teacher of competence on didactic management. This approach is realised by providing conditions for the development of professional and personal qualities of a teacher-manager (external − creating of context-based educational environment, internal − a task for reflection, creative thinking using isolated situations of interaction).

The teaching-learning of science in the Middle School. Notes for a vygotskiana conception

In   the   paper,   we   briefly   review   the   main trends  that  have  characterized  the  teaching-learning  process  of  sciences  over  time  and express  the  points  of  view  of  the  authors  in relation to the foundations for their conception from a Historical-Cultural perspective. Emphasis  is  placed  on  the  notion  of  science that must be assumed, as well as on the need to give it a cultural orientation and to assume general didactics as a theoretical model, which offers resources that make it possible to bring didactic  management  together  in  a  systemic and interdisciplinary whole. teaching-learning process of science.

DIAGNOSTICS OF MASTERS OF PHYSICS OF EDUCATIONAL DIRECTION OF TRAINING ON READNESS O THE DIDACTIC MANAGEMENT

To verify the effectiveness of the proposed training system for future teachers of physics on didactic management, it was necessary to diagnose the student readiness levels for didactic management. The purpose of the study is to work out the problem of diagnostics of readiness of masters-physicists in the educational field on didactic management. The training of students on didactic management is in mastering of their knowledge systems on managing the personality development of a student in the process of learning and developing of experience on establishing the system of management of the learning process. The determination of the effectiveness of the proposed training system is carried out by assessing the results that are reflected in the levels of readiness of students on didactic management. The diagnosis of readiness envisaged the development of a criterion-diagnostic apparatus, the application of which in the experimental study made it possible to distinguish levels of readiness. To achieve the goals and objectives of the study, the following research methods have been used: theoretical − specific-searchive; structural-functional; empirical − observation, conversation, questionnaires, self-esteem, pedagogical experiment to identify levels of readiness of students o didactic management. The study of the problem of diagnosing the readiness of masters-physicists in the educational field of training on didactic management have made it possible to: disclose the essence of readiness on didactic management; substantiate its structure; disclose the content of readiness components; define the criteria, indicators and levels of readiness. Readiness is considered as a prerequisite for the formation of competence and can be studied only by an example of specialists in the early stages of professionalisation. Personal readiness is a more narrow concept, which includes the orientation and motivation of a person to professional activity. Thus, the readiness of students on didactic management is determined by the level of formation of the cognitive and operational components of readiness, as well as the formation of the system of professional and personal qualities of future teachers of physics. Summarisation and systematisation of representations about the structure of readiness have allowed to distinguish components of readiness on didactic management: aim-content, motivational, organisational-technological, creative-projective, evaluative-reflexive. The content analysis of readiness components have made it possible to determine the criteria for assessing the formation of student readiness on didactic management. The formation of levels (high, sufficient, average, low) of students' readiness on didactic management has been determined by criteria: projective-methodical, organisational-managerial, psychodidactic, communicative-technological competencies, and motivational-value. Determination of levels of formation according to the distinguished criteria and indicators has allowed to select and develop adequate diagnostic techniques. Prospects for further research provide for an analysis of experimental work using the proposed diagnostic-critical apparatus.

Management mechanisms by education

Donbas is an industrial region; its diversified cities unite similar problems that have been considerably intensified. Military operations on territory of Donbas assisted the appearance of the new state – Donetsk Republic (DPR) of People’s, that result in native socio-economic and political transformations which rendered substantial influence on the processes of organization of vital functions of region. Building of the new state system, as the strategic purpose of DPR, demanded mobilization all kinds and forms of state-economic policy. For the achievement of this policy the is key trends are the preparation of highly skilled specialists providing not only administrative activity of the again formed organs of the system of state administration but also able to adapt oneself to the new terms. As the folded practice of education in a country shows, the forms and methods of educational activity, that used now, does not allow, to a full degree, to provide the decision of the tasks due to objective and subjective reasons. At the same time, presently, in Donetsk Republic of People’s, the process of search of ways of perfection of education began. So, an Act “About education”, that pawned legal framework of creation of its integral system, was passed in 2015. So, the basic principles of public policy and legal adjusting of relations are certain in the field of education, the new standards of education are developed. But as practice shows, in the folded system of education, an effective educational policy is not yet mine-out and management mechanisms are not produced by education, called to provide preparation of specialists, both for a socio-economic sphere and for the system of public authorities. A purpose was put in this connection, using innovative forms and methods of development of educational complex to conduct the search of approach that in the present conditions of development of the state system of DPR would allow to conduct perfection of state administration educational industry as by the system and state mechanisms of its management. Transformation processes, development of market relations, and also demand on upgrading of educational, educator, educational (didactic) services give the foundation to using of bases of management and marketing in industry of education and induce to go out for scopes only pedagogical researches of these problems and to consider them from position of management and marketing. Using approach of the systems and method “Tree of aims” the chart of modernization of educational complex of country is offered, on the basis of that the system of educational management, including an administratively-methodical management, pedagogical management, didactic management lies. This system, is based on methodologies of educologion, strategic and project management, using of the newest technologies of management and allows effectively to use the resources of educational organizations. Such approach for determination of role and place of educational management in the system of state administration education, in our view, creates solid grounds for perfection of trade of all teachers, including those that do not have base pedagogical education, for the increase of competence of all educational managers which are civil servants.

Leading Residents to Leadership: Maximizing Leadership Development During Residency

![Graphic][1] In spite of continued acknowledgement of the gap between training and practice expectation in management and leadership skills,1 the subject has never been given more attention than it has today. The Pathology Milestone Project, a joint initiative of the Accreditation Council for Graduate Medical Education (ACGME) and the American Board of Pathology (ABP), has six milestones specifically centered on developing leadership or laboratory management skills.2 Prior to the development of pathology residency milestones, no fewer than three pathology organization consensus documents highlighted the need for management and leadership skills to be incorporated into pathology residency curricula.3-5 Laboratory management has received a great deal of attention in residency education, with dedicated didactic lectures, specific management or junior laboratory directorship rotations, web-based training tools, and mock lab inspections, among others. But how does one teach residents to be true leaders in the laboratory? Many educators acknowledge the inherent difficulty in teaching the “soft skills” of pathology, with pattern recognition via unknown slide sets and immunohistochemistry algorithms for small B-cell lymphomas seeming intuitive by comparison. While I certainly do not pretend to have all the answers to the questions residency programs continue to struggle with, I would like to share a few ideas that I have found to be helpful in establishing a leadership role during my residency. Only recently was I enlightened about FISH! … [1]: /embed/inline-graphic-1.gif

The Transition from “Informal Knowledge / Formal Knowledge” and its Didactic Management System in Mathematics

The language is based on two essential sides: the semantic side and the syntactic one, but when we talk about the formal language, we associate spontaneously to this, the mathematics and data processing. Therefore, it is noted that the mathematical language does not comprise the semantic side, hence, the handicap of this language. The question which arises here: “can we highlight the semantic property in the mathematical language?”

The Comparison of the Effects of a Didactic Stress Management Program and Group Counselling on the Coping Strategies of School Counsellors

AbstractThe aim of this study was to compare the effects of a didactic stress management program, group counselling, and a control group on school counsellors' stress coping strategies. Thirty-four school counsellors were randomly assigned to either a didactic stress management group, group counselling, or a control group. The didactic stress management group and the group counselling for stress management group were conducted concurrently for 10 consecutive weeks. A control group received no treatment. The Ways of Coping Inventory was administered to all participants at three different stages: pre-treatment, post-treatment, and at 6-month follow-up. The results indicated that both the didactic stress management group and the group counselling for stress management group showed a significant reduction in the use of helpless coping strategies and a significant increase in the optimistic coping strategies at post-treatment. At follow-up, there were obvious group differences in the use of helpless coping strategies. Only those who were treated using group counselling exhibited a decrease in helpless coping strategies at the follow-up assessment.

Management training for pathology residents: a regional approach.

Success in the practice of pathology demands proficiency in management, but management training for pathology residents is generally inadequate, with little agreement on an appropriate curriculum or competency assessment. Most residency training programs do not have faculty members who are interested and have expertise in management and who are dedicated to and have time available for teaching. To develop a didactic management training program for the residents from 6 separate pathology residency programs in Southern California, with a comprehensive curriculum taught by experts in each area without undue burden on any single training program. Faculty from the University of California-Los Angeles and the University of Southern California reviewed the literature and the management needs of practicing pathologists and devised the curriculum. Pathologist and nonpathologist speakers were identified who were working in important management positions both regionally and nationally. Seminars were presented in alternate months during a 2-year period. Sessions were videotaped, and each session was evaluated by the attendees. The curriculum consisted of 12 major topics, and seminars were delivered by 15 presenters from 6 institutions. Attendance was highest for residents in postgraduate years 2 and 3. The overall evaluation scores were exceedingly high (4.66 of a possible 5.0), and residents reported a significant increase in subject knowledge. Videotaping of presentations provided flexibility for residents who were unable to attend the seminars. This program was effective and could serve as a template for other pathology residency training programs to establish curriculum content and develop resident competency. Teaching responsibilities were less burdensome when spread among several programs and when supplemented by nonpathology faculty. Electronic and audiovisual support enhanced flexibility and access to the program.

A mentor-based laboratory management elective for residents.

With the evolution of health care delivery systems, laboratories are being viewed as cost centers, and their value is being continually challenged. This requires pathologists to be adequately trained as leaders and managers. New training curricula for pathology residents have been developed, including combined didactic and mentor-based training. At the University of Utah, Salt Lake City, the combination of a large academic pathology department with a wholly owned commercial laboratory has allowed the development of a comprehensive 1-month didactic management course for senior residents. This course is designed to develop a broad-based foundation in laboratory management principles. The reinforcement of many of these principles, however, requires additional hands-on effort. We describe our first experience with this 1-month, theory based-teaching followed by a 3-month "real-world" experience based on a one-on-one mentor relationship between the director of laboratories and a senior resident, who assumed the role of the assistant director of laboratories.

The place of hysterectomy in the management of menorrhagia

The current fashion for more conservative surgical alternatives in the management of menorrhagia — endometrial ablation using either the neodymium-yttrium-aluminium-garnet laser, 1 resectoscope 2 or radiofrequency heating 3 — may foster the illusion that hysterectomy is largely obsolete, outmoded or passé in managing menorrhagic patients. This is by no means the case, and advocates of minimally invasive therapy (I am one of them) must be careful not to treat endometrial ablation as a panacea for unacceptably heavy menstrual bleeding. This can only lead to the downfall of minimally invasive techniques. The treatment of totally inappropriate patients with endometrial ablation (such as those with dangerously large fibroids) leads to both unacceptable complication rates and poor results. The indications for, and contraindications to endometrial ablation are becoming clear as time passes and experience with these new techniques grows. At the same time it is apparent that there is a significant proportion of patients who do not respond well to such treatment and who are better managed with hysterectomy. In this article I intend to outline a relatively didactic management pathway for menorrhagic patients, and in doing so define the place of the ‘final cure’ — hysterectomy. I must emphasise that this is a personal view, albeit one that in general is held by many clinicians.