Future Doctors Research Articles

SIMULATION LEARNING AND CASE TECHNOLOGIES IN FUTURE DOCTORS’ TRAINING

At the current stage of healthcare provision, more and more attention is being paid to patient safety, ethical questions, increasing demand to responsibility of healthcare professionals, their professional aptitude, as well as rapid evolution of different procedures and methods. Virtual reality tools are seen as a source of technological opportunities in the education and medicine, complementing a set of traditional learning methods. Building up and fostering professional competences over the discipline «Human Anatomy» implies appropriate using the latest technologies that contribute to the development of clinical thinking and knowledge acquisition. The aim of this study is to conduct a theoretical analysis of scientific psychological, pedagogical, methodological and medical publications, methodological work of the department on applying modern pedagogical technologies in the process of professional training of future medical doctors.
 The use of the latest methods and modern computer technologies in the teaching medical students leads to better educational outcomes, stronger professional competencies as well as promotes the development of clinical thinking that allows future doctors to generate interesting ideas, make the right and quick decisions and be active learners. The combination of classical anatomy and the cutting edge innovative computer technologies provides an excellent opportunity to dive into the extraordinary fascinating world of the human body. The use of modern pedagogical technologies, and, in particular, simulation learning technologies and case technologies in the course of doctors’ training performs several important functions: controlling, as it reveals the assimilation of knowledge, build up of skills and abilities; educational, as it ensures that students achieve a high level of knowledge in the discipline; educational, as it fosters the personal qualities of future doctors. Effectively organized student's independent learning and classroom activities enable teacher to promote the development of clinical thinking, which makes the ground for the formation of qualified and successful specialists.

EMOTIONAL INTELLIGENCE AND MANIPULATIONS IN THE EDUCATIONAL PROCESS

Introduction. A teacher at a higher education institution should be well aware of the achievements in psychology to create a harmonious atmosphere when working with students. Purpose. One of the general competencies provided by the curriculum of the discipline "Microbiology, Virology, and Immunology" is the choice of interaction strategy. Choosing a communication strategy is the subject of this article. Possessing knowledge and skills to build up a constructive communication between people is an important component of the learning process and realization in the chosen career and personal life. Discussion. The Department of Microbiology, Virology, and Immunology at the Poltava State Medical University pays considerable attention to the constant improvement of teaching methods at the medical, dental, and international faculties, using both Ukrainian and English as languages of instruction. Competent interaction between participants of the educational process is an integral part of forming the ability of medical students to choose constructive communication strategies further in their profession. The article considers such concepts as "Emotional intelligence", "Humanistic goals of training a future doctor", and "Manipulations". The teacher's awareness of these concepts is important for the perception of his work's psychological aspects. Itwill contribute to teaching effectiveness and decrease professional burnout. Knowledge and practical skills acquired by a student in social interaction during training are significant in the professional activity of the future doctor. The effectiveness of his activity largely depends on his communication skills. These skills relate to the nature of each doctor's relationship with patients, subordinates, colleagues, and managers of a medical institution. Conclusions. 1. Today we are facign the growing importance of the teacher's awareness of the achievements of modern psychology. 2. The teacher should choose relevant strategies for fruitful interaction with students to improve learning outcomes. 3. Competent construction of interaction between all parties of the educational process is an important component in forming the ability of future doctors to choose constructive communication strategies in their professional activities.

ADVANTAGES OF BUSINESS GAME METHOD IN TEACHING DISCIPLINE "INFECTIOUS DISEASES" TO FUTURE DENTAL DOCTORS

Dentistry as a specialty belongs to the professions carrying a high occupational risk of exposure to several pathogens due to the special features of dental treatment. Knowing the clinical course of these diseases can significantly contribute to the diagnostic process and facilitate the timely detection of the disease thus, reducing the risk of transmission in the dental chair. At the present stage, the training of future dentists requires the incorporation of innovative teaching methods aimed at developing students' creative and critical thinking that can be achieved by the business game method. Therefore, the purpose of the article is to improve the professional competencies of dental students by introducing the business game method in the study of the discipline "Infectious Diseases". The article presents modern approaches to teaching the discipline to future dentists in order to build up and strengthen professional competencies and practical skills in working with patients. The use of a business game allows each student to work out an algorithm of actions in accordance with the chosen clinical situation, to identify errors in working with a patient or using dental instruments that is critically important in preventing the spread of hospital-acquired infections and contributes to the formation of professional skills of a future dentist. The introduction of this teaching method is aimed at improving the quality of dental students' knowledge of the clinical picture of infectious diseases; it will help in the formation of medical alertness for the diagnosis of infectious diseases by mucosal lesions, ways to implement the epidemic process in the dental chair, infection control and measures for the specific prevention of infectious diseases. Thus, the active involvement of students in the educational business game makes it possible to improve the professional competencies of future dental doctors that is essential in their professional activity.

MOBILE MULTIMEDIA COMPLEX ONIКO USING PRINCIPLES AT THE DEPARTMENT OF HUMAN ANATOMY POLTAVA STATE MEDICAL UNIVERSITY

Human anatomy is learnt within the cycle of disciplines for general training of professionals in the field of health care. Learning human anatomy is provided through lectures and practical classes, which are supported by various technical teaching aids. All these tools and softwares are designed to foster clinical thinking and clinical. The methodological functions of these teaching aids are strongly related to the specifics of teaching human anatomy at medical schools or universities and to the real-life conditions simulate through the educational process.
 Interactive forms of teaching and learning are designed to facilitate solving the tasks outlined by the practice-oriented approach in the modern education. The guiding principle in the process of studying human anatomy is the principle of visualization. At present there are a large number of computer programs and applications for electronic devices allowing students to deepen their knowledge about the structure of the human body. One of such advanced imaging systems is a 3D atlas of human anatomy, 3D Organon VR Anatomy, an interactive anatomical atlas demonstrating all systems of the human body. This technology is active applied in the training course at the Department of Human Anatomy of the Poltava State Medical University. Among the advantages of the interactive table is the ability to use it when conducting classes in remote mode (online) that was especially relevant during the COVID-19 pandemic and in martial law in Ukraine. An anatomical table shows a human body model thus allowing students to visualize and study all structures, from bones to organs, change their position in 3D format at different magnification, and arrange them in a transverse position (to assess the anatomical shape and the relative location of organs inside the human body)..
 The multimedia complex "Oniko" is widely applied for learning and teaching normal and topographic anatomy. The complex is also suitable for making familiar with several medical branches, including surgery, dentistry, ophthalmology, forensic medical examination, and others. The complex promotes interdepartmental integration of the educational process at the university. Working with highly realistic models gives students valuable experience.
 The integrated use of new computer technologies, imaging systems, and traditional methods will enables provided more in-depth study of anatomy and significantly increase educational proficiency of future doctors.
 The interactive anatomical systems are the most technologically advanced anatomical imaging system in medical education designed to educate the medical community that improve the effectiveness of teaching medical disciplines and promote the image of the institution in the educational and medical environment.

THE SIGNIFICANCE OF THE CHEMICAL COMPONENT "MEDICAL CHEMISTRY" IN THE PROFESSIONAL TRAINING OF THE FUTURE DOCTOR

Reforming the health care system is an integral part of our country's socio-economic transformations. Orientation towards new forms of health care provision involves improving the system of future doctors training by approaching it to international educational standards. In the system of professional doctor’s training, the study of chemical disciplines is an inseparable part of the educational process, because basic knowledge is the foundation for a number of the clinically essential disciplines. Therefore, the purpose of the article was to reveal the peculiarities of the formation of professional competences of future doctors in the process of studying the discipline "Medical Chemistry". In accordance with the requirements of the curriculum "Medicine" of the second (master's) level of higher education in the specialty 222 "Medicine", the field of knowledge 22 "Healthcare" The educational discipline "Medical chemistry" is studied over the first semester of the first year of study. The discipline covers the chemical bases of the processes of life of a living organism, which are ruled by the main chemical patterns. Medical chemistry also focuses on the structure and reactivity of the most important biologically active molecules, the theory of chemical bonding in complex compounds of biometals and bioligans, and the role of biogenic elements in the body functions. The discipline explains the processes that occur at the molecular and submolecular levels, as causes of various forms of diseases and the specificity of hereditary signs originate at those levels. The chemical component "Medical Chemistry" is based on the study of bioorganic chemistry students, medical and biological physics, medical biology and integrated with these disciplines; it makes the ground for deeper understanding of physiology, pathophysiology, biological chemistry, pharmacology and toxicology, hygienic disciplines and ecology. Thus, the discipline "Medical Chemistry" is an adapted version of the classical model of a chemical course that contains separate sections of general, inorganic, analytical, physical, and colloidal chemistry. Its primary goal is to equip future highly qualified doctors with theoretical knowledge and practical skills important for their professional development

EMPIRICAL STUDY OF THE EMPATHIC ABILITIES OF FUTURE DOCTORS IN THE STRUCTURE OF THEIR PROFESSIONAL COMPETENCE

The article contains a summary of theoretical analysis and empirical research results of empathic abilities of future doctors in the structure of their professional competence. A generalized theoretical analysis of the empathy role in the system of future doctor’s professional competences formation was conducted. The important role of the ability to emotional response and emotional inclusion in the relationship with the patient for the effectiveness of the therapeutic process organization is presented.The basis of the conducted empirical research is described and its results are interpreted – trends in the expression of future doctor’s tendency to emotional response and channels of empathy. According to the results of the empirical study, the tendency of future doctors to an increased level of emotional response and empathy manifestations was revealed. Their orientation towards manifestations of the rational channel of empathy and the ability to identify with an interaction partner, an attitude that promotes manifestations of empathy, was outlined. The role of empathic abilities in the set of professional competencies of future doctors is analyzed.

COMPREHENSIVE APPROACH TOWARD PROFESSIONAL ORIENTATION OF MEDICAL STUDENTS DURING THE COURSE OF MEDICAL BIOLOGY

The system of higher education and, in particular, medical education is facing the challenge not only to equip students with certain sum of knowledge, to preparing competent and competitive specialists, but to foster deep moral and ethical principles and the right perception of professional. Nowadays, higher medical education should not only provide high-quality training of globally competitive specialists, but teach the m to act as leaders in reforming the health care sector and implementing the social priorities of the state. Therefore, raising the quality of education at medical universities is a key task of lectures and clinical instructors. This requires constant improvement of the effectiveness in the organization and digitalization of the educational process, the implementation of scientific advances and technologies into teaching practice, ensuring the high professionalism of teachers, creating modern educational and methodological support for delivering disciplines of medical-biological and medical cycles. The training of a highly qualified specialist and the formation of the personality of a future doctor who will be able to perceive the necessary information, independently obtain and use it, and solve complex professional tasks is the main goal of the educational process at the Department of Biology. Therefore, at the very early stages of teaching the discipline, scientific and pedagogical staff of the department put a lot of effort to fostering students’ ability to analyze and systematize the theoretical knowledge, to create their own algorithms for solving situational and clinical problems, that is, they outline the professional direction of training and laying the foundations of clinical thinking. The department implements a comprehensive approach, which includes: publishing and revision of text-books, creating test banks, compiling sets of additional materials for assimilation of theoretical knowledge and practical skills in accordance with the curriculum, mastering professional terminology, solving situational tasks, and building up creative interaction between students and teachers.

CONCEPT AND STRUCTURE OF FUTURE MEDICAL SPECIALISTS’ FOREIGN LANGUAGE COMMUNICATIVE COMPETENCE

Abstract. The article analyses scientists’ views on the specifics and structure of medical students’ foreign language communicative competence. The researchers have been found to interpret differently this concept and its content, the latter containing from 3 to 6 components according to the data of various scholars. A concept of foreign language communicative activity is described in the article. Today, the ongoing reforms in the society call for the formation of comprehensively developed competent doctors, possessing high level of professional language and capable of revealing professionalism in business communication situations. In this regard, changes in the approach to future doctors’ foreign language training are on the agenda. Therefore, solution of the challenge of developing language capacity and forming foreign language communicative competence in future doctors is very important. Foreign language communicative competence is essential for training advanced specialists in view of the further use of knowledge, abilities, skills, and personal qualities gained in the foreign language environment as well as for providing multilingual, multicultural, and interpersonal communication. Formation of foreign language communicative competence has been found to include the knowledge of a language, sufficient to meet professional needs, implementation of one’s business contacts, and further professional self-education and self-improvement. It has been found that foreign language communicative competence includes discursive, strategic, and reflective components which are interactive, complementary, and functioning as a unified system.

A comparison of the assessments used in campus-based years at the College of Medicine, Imam Abdulrahman Bin Faisal University, Saudi Arabia.

Multiple assessment tools are used to assess future doctors' knowledge, clinical skills, and professional attitudes. In the present research, the difficulty level and discriminating ability of different types of written and performance-based assessments designed to measure the knowledge and competency of medical students were compared. The assessment data of 2nd & 3rd-year medical students (the academic year 2020-2021) in the College of Medicine at Imam Abdulrahman Bin Faisal University (IAU) were retrospectively reviewed. Based on end-of-the-year overall grades, students were divided into high and low scorers. Both groups were compared by independent sample t-test for their mean scores achieved in each type of assessment. Difficulty level and discriminating ability of the assessments were also explored. MS Excel and Statistical Package for Social Sciences (SPSS version 27) were used for analysis. Area under the curve was calculated through ROC analysis. A p-value <0.05 was believed significant. In each type of written assessment, the high scorer group achieved significantly higher scores compared to the low scorers. Among performance-based assignments (except the PBLs), scores did not differ significantly between high and low scorers. The difficulty level of performance-based assessments was "easy" whereas it was "moderate" for written assessments (except the OSCE). The discriminating ability of performance-based assessments was "poor" whereas it was "moderate/excellent" for written assessments (except the OSCE). Our study results indicate that written assessments have excellent discriminatory ability. However, performance-based assessments are not as difficult and discriminatory as written assessments. The PBLs are relatively discriminatory among all performance-based assessments. Key messages What is already known on this topic At Imam Abdulrahman Bin Faisal University, written and performance-based assessments both are graded on criterion-referenced scales. The student's grades at the end of the year are an aggregate of his/her scores in written and performance-based assessments. What this study adds Our study results show that performance-based assessments are not as difficult and discriminatory in differentiating between high and low scorers as written assessments. How this study might affect research, practice or policy Performance-based assessments should be made a hurdle exam (pass or fail) for the students to move to the next level, or students must pass each assessment component (written and performance-based) separately.

Challenges and opportunities in cultivating medical students’ competencies: Participatory action research from a hierarchical cultural setting

ABSTRACT Backgrounds Research concerning student-centered learning (SCL) recommends a comprehensive assessment of medical students’ competencies including their personal and professional characters. Accordingly, nurturing future doctors should be in a continuous mentorship program. However, in a hierarchical culture, communication is one-way with limited feedback and reflection. We aimed to explore challenges and opportunities for SCL implementation in medical schools in this cultural setting necessary for a globally interdependent world. Methods Two cycles of participatory action research (PAR) were conducted, involving medical students and teachers in Indonesia. A national conference on SCL principles was conducted between the cycles, also the SCL modules were developed for each institution and feedback was shared. Twelve focus group discussions were conducted (before and after the module development), with 37 medical teachers and 48 medical students from 7 faculties of medicine across Indonesia at various levels accreditation. Following verbatim transcriptions, a thematic analysis was conducted. Results and Discussions In cycle 1 PAR, some challenges in implementing SCL were identified: lack of constructive feedback, overloaded content, summative-based assessment, hierarchical culture environment, and teachers’ dilemma of committed time between patient-care and education. In cycle 2, several opportunities to approach the SCL were proposed: a faculty development program on mentorship, students’ reflection guides and training, a more longitudinal assessment system, also a more supportive government policy on the human resources system. Conclusions The main challenge of fostering student-centered learning revealed in this study was a teacher-centered learning tendency in the medical curriculum. The weighting towards summative assessment and the national educational policy drive the curriculum like a ‘domino effect’, away from the expected student-centered learning principles. However, using a participative method, students and teachers could identify opportunities and articulate their educational needs, i.e., a partnership-mentorship program, as a significant step toward student-centered learning in this cultural context.

Exploring the experiences and views of doctors working with Artificial Intelligence in English healthcare; a qualitative study.

The National Health Service (NHS) aspires to be a world leader of Artificial Intelligence (AI) in healthcare, however, there are several barriers facing translation and implementation. A key enabler of AI within the NHS is the education and engagement of doctors, however evidence suggests that there is an overall lack of awareness of and engagement with AI. This qualitative study explores the experiences and views of doctor developers working with AI within the NHS exploring; their role within medical AI discourse, their views on the implementation of AI more widely and how they consider the engagement of doctors with AI technologies may increase in the future. This study involved eleven semi-structured, one-to-one interviews conducted with doctors working with AI in English healthcare. Data was subjected to thematic analysis. The findings demonstrate that there is an unstructured pathway for doctors to enter the field of AI. The doctors described the various challenges they had experienced during their career, with many arising from the differing demands of operating in a commercial and technological environment. The perceived awareness and engagement among frontline doctors was low, with two prominent barriers being the hype surrounding AI and a lack of protected time. The engagement of doctors is vital for both the development and adoption of AI. AI offers big potential within the medical field but is still in its infancy. For the NHS to leverage the benefits of AI, it must educate and empower current and future doctors. This can be achieved through; informative education within the medical undergraduate curriculum, protecting time for current doctors to develop understanding and providing flexible opportunities for NHS doctors to explore this field.

The Long Journey From Arigbawonwo

The Long Journey From Arigbawonwo

Preparing Future Doctors for Palliative and End of Life Care in Kenya: Cross-sectional Survey

Purpose: The main aim of this study was to assess how prepared are Kenyan doctors in delivering palliative and end of life care to chronic and life-threatening conditions.&#x0D; Methodology: Cross-sectional survey was used to assess doctor’s palliative and end of life practices. Multi-center (three-mission referral and teaching hospitals in Kenya): Tenwek, Kijabe, and Chogoria were used to collect data from 96 medical practioners. Medical doctors with at least 6 months managing patients with chronic conditions (cancer, HIV/AIDS and other life-threatening conditions) were recruited into the study. The quantitative data was analysed using an independent t-test. All ethical considerations were addressed.&#x0D; Findings: Majority of doctors interviewed were generalists who had managed chronic diseases. Majority had basic concepts of palliative care and end of life care. Those who had received prior training in palliative care were better in performance’s score on knowledge questions regarding palliative care and end of life. Medical doctors were knowledgeable on psychological distress and opioids effects domains as compared to delirium and dyspnea domains. Among those who were knowledgeable in palliative care and end of life care were doctors trained outside Kenya, those who were senior with more experiences (&gt;10 years), over 40 years and had further training after their undergraduate&#x0D; Unique Contribution to Theory, Practice and Policy: This study seeks to develop training tailored to Kenyan doctors and Physicians on end-of-life care practices in selected counties then roll-out to the rest of the counties in the country in collaboration with Ministry of Health Kenya and also provide opportunities for doctors to develop palliative and end-of-life care skills especially for resident and junior doctors. This study will also form basis for policy development on palliative and end-of-life care practices in Kenya, which currently is non-existent. End-of-life care Policy would aid in clinical application of good practices surrounding palliative and end-of-life care which should be implemented in Kenya. This study advocates inclusion of end-of-life care training modules in a standardized curriculum for undergraduate as part of training and preparing future Kenyan doctors. Further, this study can be considered as current Physician’s approach to end-of-life care practices in Kenya which then can be a basis to develop guidelines and standards addressing end-of-life which is fraught with ethical and medical dilemmas carried by healthcare professionals.

Should Medical Students Be Overprotected? A Survey from China and Review About the Roles of Medical Student Under the COVID-19.

The impact of COVID-19 continues to this day, there are many disputes about how medical students should be managed and diverse arrangements were adopted by medical schools around all over the world. The purpose of this study was to discuss the risks and benefits of medical student participation in healthcare in the context of COVID-19. An online cross-sectional survey was distributed to 300 Medical students undergoing standardized training program (STP) in China-Japan Union Hospital of Jilin University. The survey included questions about basic demographic characteristics, roles and mental state of interns during the pandemic, comments on the University's management of medical students. Data were processed using SPSS 25.0 statistical analysis software, the comparison between two groups of data was performed using t-test; the non-normally distributed variables were analyzed using Mann-Whitney U-test, differences between groups were compared using chi-square test for analysis. p < 0.05 was considered statistically significant. A total of 191 students completed the survey (response rate 63.67%). The epidemic had a significant psychological impact on students, but most of them believed that participation in clinical work under voluntary, precise protective measures and strict supervision were benefit for their future. Older, married, female, and salaried students are more willing to engage in pandemic-related activities. The biggest challenge of working under the pandemic focused on high working pressure and insufficient protection, the biggest harvest was getting knowledge and accumulating experience. Circumstances, cultures, outbreaks and strategies for coping with COVID-19 varied around the world. Medical students do not need to be overprotected, participation in pandemic work in an optimized system is acceptable and beneficial to their career plan. Medical education should focus on improving the social status of infectious diseases and cultivating future doctors with awareness of epidemic prevention and control.

The future integrated care workforce.

The future integrated care workforce.

Chatbots for future docs: exploring medical students’ attitudes and knowledge towards artificial intelligence and medical chatbots

ABSTRACT Artificial intelligence (AI) in medicine and digital assistance systems such as chatbots will play an increasingly important role in future doctor – patient communication. To benefit from the potential of this technical innovation and ensure optimal patient care, future physicians should be equipped with the appropriate skills. Accordingly, a suitable place for the management and adaptation of digital assistance systems must be found in the medical education curriculum. To determine the existing levels of knowledge of medical students about AI chatbots in particular in the healthcare setting, this study surveyed medical students of the University of Luebeck and the University Hospital of Tuebingen. Using standardized quantitative questionnaires and qualitative analysis of group discussions, the attitudes of medical students toward AI and chatbots in medicine were investigated. From this, relevant requirements for the future integration of AI into the medical curriculum could be identified. The aim was to establish a basic understanding of the opportunities, limitations, and risks, as well as potential areas of application of the technology. The participants (N = 12) were able to develop an understanding of how AI and chatbots will affect their future daily work. Although basic attitudes toward the use of AI were positive, the students also expressed concerns. There were high levels of agreement regarding the use of AI in administrative settings (83.3%) and research with health-related data (91.7%). However, participants expressed concerns that data protection may be insufficiently guaranteed (33.3%) and that they might be increasingly monitored at work in the future (58.3%). The evaluations indicated that future physicians want to engage more intensively with AI in medicine. In view of future developments, AI and data competencies should be taught in a structured way during the medical curriculum and integrated into curricular teaching.

Optimization of the Teaching of Surgical Disciplines in the Training of Family Medicine Specialists at the Undergraduate Level of Education

The quality of medical care for the population depends on the level of training of future doctors. The formation of professional competence of a general practitioner-family doctor requires a wide range of multidisciplinary knowledge. The innovative technologies, especially interactive teaching methods, are used to make the conditions of a successful educational process. A large amount of material that a general practitioner-family doctor should master encourages the introduction of innovative and integral pedagogical methods that optimize the possibilities of acquiring knowledge and the formation of special practical skills, including surgical skills. The article deals with new views of a comprehensive treatment approach of patients with acute surgical diseases, analyzed modern methods and perspective rehabilitation methodic of surgical patients during the preparing of a general practitioner–family physician at the level of underground education. On the basis of the analysis of existing educational plans and education programs of doctors in the specialty “General Practice-Family Medicine”, the evaluation of acquired theoretical knowledge, special practical skills and the recommendations on the introduction of innovative and integral methods of teaching the basics were presented. The article reveals aspects of providing specialized gastroenterological medical care to the population of Ukraine, which today has a significant medical and social importance. Over the last 5 years, the incidence of digestive system and mortality due to diseases has increased. The study of manifestation, variants of clinical course, diagnostic tactics, diagnosis are extremely relevant at the level of underground education. Knowledge of major diagnostic and tactical errors in acute surgical diseases of the stomach and duodenum is mandatory. Future general practitioners-family doctors need to know the basic clinical signs of acute surgical diseases of the hepatobiliary system and pancreas, improve the skills of taking the patient’s anamnesis (complaints, anamnesis of the disease, history of life, determination of risk factors), need to be able to make an optimal examination plan to confirm the diagnosis, establish a diagnosis, as well as to learn the algorithm of medical history records and be able to determine the period of disability of patients after surgery. During the stages of the educational process for better study effectiveness interactive, innovative methods, various approaches to diagnosis and treatment. Emergency care and rehabilitation of patients are ought to be used; solving problem situations tasks implement more effective training in surgery for the practical activity of a physician in the specialty “General Practice-Family medicine”.

Towards diversity in language education through “Teaching and researching English for Specific Purposes” – a book review

This is a review of Teaching and researching English for Specific Purposes by Elżbieta Lesiak-Bielawska published in 2018 by Księgarnia Akademicka in Kraków. Elżbieta Lesiak-Bielawska holds a PhD degree in linguistics and works in Fryderyk Chopin University of Music in Warsaw and Cardinal Stefan Wyszynski University in Warsaw, where she conducts English for Specific Purposes (ESP) courses for music students and future doctors. Her research interests focus on foreign language learning and teaching, in particular investigating individual differences, blended instruction and the specificity of teaching ESP, the issue that she pursues in the book reviewed here. The publication is directed to foreign language teachers. Its main goal is to present an overview of theoretical perspectives and empirical studies that have influenced the development of ESP teaching practices. It is crucial to emphasize that teaching languages for specific purposes, with priority given to English, seems particularly important nowadays; a dominant position of English in a globalized world of academia and business makes this kind of language instruction extremely useful. In relation to the ERL framework, the book addresses the research issues discussed in the Language and Schooling strand as well as the Language and Culture strand. When studying English for Specific Purposes, e.g. English for Medical Purposes or English for Business Purposes, be it in a formal setting or in a more natural context, a learner prepares him/herself to enter new social communities, which will involve experiencing new cultures. In this way, learning ESP becomes a socio-cognitive phenomenon. I believe that any new contribution to theoretical and empirical debates on the complex nature of ESP teaching will be of interest to those involved in this foreign language instruction.

Euthanasia in opinions of students of medicine.

Euthanasia assumes the deliberate deprivation of life of another human being for the good of that person. At present, euthanasia is legally practiced in Holland, Belgium, Luxemburg, Columbia and Canada. In Poland, euthanasia is strictly prohibited. The aim of this work is to present the opinions of medical students about euthanasia. An anonymous questionnaire was conducted among first-year students of medicine at the Medical University of Lublin, Poland. The anonymous questionnaire consisted of 35 questions that concerned three components of euthanasia attitude: knowledge, evaluation, and acceptance of its use. The study included 281 students of medicine (77.6% of all first-year students). Although euthanasia in Poland is legally prohibited, almost one-fifth of students of medicine expressed a positive attitude towards euthanasia, and over a quarter of students opted for its legalization. Only two independent variables, i.e., family size (number of children) and religious involvement of the respondents, differentiated both the overall assessment of euthanasia and the level of acceptance for its legalization. Non-religious people more often (43.3%) than religiously engaged people (6.4%) expressed positive opinions about euthanasia. The attitudes of students towards euthanasia are often inconsistent. There is a need to evaluate medical study programmes in the context of creating the right attitudes of future doctors towards euthanasia.

Міждисциплінарна інтеграція ₋ головний чинник у розвитку клінічного та професійного мислення у студентів медичних закладів вищої освіти України

The purpose of the study was to reveal the essence of an integrated approach to teaching fundamental disciplines as a key factor in the professional training of medical students. Materials and methods. Analysis, generalization and systematization of scientific and methodological literature were used in the study. Results and discussion. Integration significantly changes the content and structure of modern scientific knowledge, intellectual and conceptual capabilities of certain sciences. It is the most important means of achieving the unity of knowledge in the content, structural, scientific, organizational, and pedagogical aspects. Integration in the fundamental fields arose on the background of differentiation of sciences and detailing of specialties, the growing amount of knowledge and requirements for it in each individual field. Integration between academic disciplines is aimed at deepening the interconnections between subjects and is a way to improve it. The interdisciplinary integration of basic disciplines in higher medical institutions provides for a unified approach of the teaching staff of different disciplines to solving common educational problems based on the generalization of knowledge by students. Histology, cytology, embryology and human anatomy as disciplines that study the structure and morphological variations of the human body are perceived from the viewpoint of modern science as the basis of medicine, physiology and pathology, which has been gradually formed since ancient times and up to the current day. Such a close relation between the micro- and macro-structure of the body is consistent and logical in the study of two fundamental disciplines, it becomes possible to transfer theoretical knowledge, practical skills and abilities from one discipline to another. Creating interdisciplinary connections contributes to deeper learning and repetition of previously studied material, and properly organized integration plays both an educational and an upbringing role. The interdisciplinary integration of two fundamental disciplines such as Histology, Cytology and Embryology with Human Anatomy is a necessary component of the training of a future doctor. The use of such interdisciplinary technologies for training a doctor allows to raise him/her to a qualitatively new level of clinical thinking, capable of solving the problems of medical practice in a comprehensive manner based on the wide integration of information from various disciplines. Conclusion. Interdisciplinary integration helps to increase the professional motivation of students in the first and second years of studies in higher medical education, deepens their knowledge in specialized disciplines, activates the cognitive activity of students, promotes the formation of their competencies and improves the quality of knowledge, skills and abilities