Program Modules Research Articles

Venturing Online: A Delivery Model for University Homeschool Physical Education Programs

University-based homeschool physical education programs are one way to ensure homeschooled children have access to high-quality, standards-based opportunities to develop their physical literacy. These programs have traditionally been held on site at hosting institutions and were greatly impacted by the limitations imposed by the Covid-19 pandemic. This article describes how one university’s program faculty pivoted their in-person homeschool program to one delivered online. Replication of the processes and/or implementation of other online field experience alternatives shared in this article may increase opportunities for homeschooled children to receive appropriate physical education instruction, while also improving the flexibility and variations of field experiences within teacher preparation programs.

Variation-Difference Method of Calculation of Layered Rubber-Metal Vibration Isolators Used for Protection of Reinforced Concrete Buildings from Anthropogenic Vibration

In the modern construction complex of the city of Moscow for the protection of buildings and structures from man-made vibration arising from the movement of trains of rail transportation (subway trains, railroad lines and trams). To protect buildings and structures from anthropogenic vibration arising from the movement of rail transport trains (subway trains, railroad lines and streetcars), Moscow uses layered rubber-metal vibration isolators [1]. Most often, to determine their static and dynamic characteristics, the finite element method (FEM) is used, which makes it possible to determine all components of the stress-strain state and frequencies of free oscillations in the loaded state practically for any structural forms of isolators. However, for the most popular software packages that implement FEM, the problem of optimizing the structural shape of the vibration isolator still requires significant time expenditures for multiple changes of the finite element mesh, repeated setting of boundary conditions and implementation of a series of calculations. Only some of the software packages implementing the FEM solve optimization problems of the shape of the product being calculated, most often it is related to foreign software products with universal functionality. Variation-difference method (VDM) is the closest to the finite element method (FEM) in terms of its computational capabilities. It is possible to create program modules that repeatedly and automatically solve three-dimensional problems of elasticity theory taking into account the changed geometry of the vibration isolator: the dimensions of the product, the location of perforations within the rubber layers, as well as the thickness of the rubber layer and other parameters important for obtaining an effective technical solution for vibration isolation of buildings. Further, the article describes the method of implementation of the variational-difference method (VDM) as applied to the solution of the problem of determining the components of the stress-strain state inside a three-dimensional layered vibration isolator with perforations of different sizes having different locations relative to the contour of the vibration isolator, i.e., the solution of the problem of optimizing the three-dimensional shape of the vibration isolator is given.

Competency-Based Education in RN to BSN Programs.

The call for nursing education reform has never been louder. National organizations recognize the urgent need to prepare nursing students to practice competently, moving away from traditional teaching and curricula and to competency-based education (CBE) strategies to prepare future nurses for independent clinical practice. The 2021 American Association of Colleges of Nursing Essentials do not account for the competencies achieved in registered nurse (RN) associate degree and diploma programs. This presents a challenge for RN to bachelor of science in nursing (BSN) program administrators and faculty when designing curricula to meet the new Essentials . The Essentials crosswalk created by the National RN-Baccalaureate Faculty Forum serves as a foundational guide for the development of the template models discussed in this article. This article provides a template of instructional models for implementing CBE in RN to BSN programs.

Toward a new conceptual framework: Employing a Black feminist approach to the recruitment and retention of Black women faculty in health and medical degree programs.

The sociodemographic makeup of the professoriate in health and healthcare has been shown to have direct implications for graduation rates among minoritized populations, diversity in healthcare, the prevalence of health equity scholarship, and population health broadly. Black women academics, who navigate higher education as members of two minoritized groups, need to be intentionally recruited and retained using tailored approaches. Given the historical and ongoing dearth of Black women faculty in health and healthcare, and the mounting literature on health equity highlighting the benefits of Black women representation in healthcare, I propose an approach to the recruitment and retention of Black women using a Black feminist theory. This conceptual framework outlines barriers to recruiting and retaining Black women faculty, as well as culturally tailored and gender-specific means to mitigate them, to create a safe space for Black women scholars to seek employment and thrive once they are there.

Neurosurgery resident education in Ethiopia: a cross-sectional study, history, and future educational opportunities.

An adequate healthcare workforce characterizes high-quality health systems. Sustainable domestic neurosurgery training is critical to developing a local neurosurgical workforce in low- and middle-income countries (LMICs). This study evaluated how neurosurgical training is delivered in Ethiopia, provides a historical narrative of neurosurgery training in the nation, and proposes future educational opportunities. A mixed-methods design consisting of a semi-structured interview and a comprehensive survey was used to acquire data. The interview participants included neurosurgery program directors and faculty involved in resident education. The survey was sent to all current neurosurgery residents in Ethiopia. Ethiopian neurosurgical service began in 1970, and neurosurgical education started in 2006 with the establishment of the Addis Ababa University (AAU) residency program. The survey response rate was 86%, with 69 of 80 eligible neurosurgery residents responding. Most respondents were male (93%), aged 20-25 years (62%), and enrolled in the AAU program (61%). The oldest medical schools affiliated with tertiary hospitals were the top feeder institutions for neurosurgery training. Seventy-one percent of respondents worked for more than 60 hours/week, and 52% logged at least 100 cases annually. Survey responses demonstrated a critical need to establish subspecialty training and harmonize the national training curriculum. The history of Ethiopian neurosurgery training exemplifies how global neurosurgery efforts focused on capacity building can rapidly expand the local neurosurgical workforces of LMICs. Opportunities for neurosurgical education require initiatives promoting a subspecialized, diverse workforce that attains both the clinical and academic proficiency necessary for advancing neurosurgical care locally and globally.

CHOOSING THE RIGHT COLLEGE COURSES THROUGH CAREER GUIDANCE PROGRAM (CGP) MODULES AND WORK IMMERSION (WI)

This study was conducted to determine if the conduct of Career Guidance Program (CGP) Modules and Work Immersion (WI) are really helping Grade 12 learners in choosing their right college courses. The researcher utilized descriptive research design. Then, he randomly selected the respondents from the two (2) sections of Grade 12 Science, Technology, Engineering and Mathematics (STEM) learners of Los Baños Senior High School (LBSHS) S. Y. 2018 - 2019. In addition to this, four (4) teachers were also chosen as additional respondents. A researcher made a questionnaire and distributed to the fourty – two (42) chosen respondents. Simple statistics like Frequency and Percentage were used to get the analysis of data. The Career Guidance Program (CGP) Modules and Work Immersion (WI) were found to provide help in choosing the college courses of Grade 12 STEM students. This is reflected on the significant learnings of the respondents. It is also visible in the identified help or assistance that they rendered to the respondents. In general, the courses taken by Grade 12 STEM students are related to their Track and Strand which are Academic and STEM respectively. This is denoted by thirty - six (36) responses or equivalent to 94.74 % the total responses. Most of the courses that they intend to take are related to Science and Mathematics. The learners are also becoming more involved in making the decisions of what particular college course they will pursue. It is visible in the percentage of their involvement particularly twelve (12) responses or 31.58 % for the child and twenty- two (22) or 57.89 % for both child and parents. It is also recommended that in the conduct of CGP Modules, consider having more self - assessment activities, and more reading and oral activities like sharing of outputs. Allot enough time to execute the modules to the SHS students. In the conduct of Work Immersion, try to make the time longer, have more exposure to actual field works and assign the students to institutions where their interests could be enhanced. In addition, other school programs or activities are suggested in order to augment the right career choices of SHS students like symposia or seminars about career path and opportunities, job fair, and organize club like peer educators or counselors club through the guidance counselors or advocates. And finally intensify the Counselling Program for SHS students focused on career pathing.

APLIKASI INFORMASI DIGITAL FAKULTAS ILMU KOMPUTER UNIVERSITAS MUSLIM INDONESIA

The selection of the appropriate information media is very important in supporting the success of delivering information to those concerned, including the Faculty of Computer Science, University of Muslim Indonesia.Furthemore, this research is made with the title "Digital Information Application Based on Website at FIKOM – UMI " to facilitate the delivery of information from faculty staff, study program staff, lecturers and faculty leaders to students to be more efficient in terms of costs, media used to the effectiveness of delivering and receiving information.This system is designed using UML modeling. Meanwhile, the programming language used is PHP and MySQL database.The information contained is the applicable regulations, agenda or event, today's lecture status, lecturers present today, articles that support academic knowledge and all academic and non-academic information deemed necessary to be conveyed to students.

Recognizing and Responding to Poverty in College Students: What Can Nurses Do?

People may not consider college students when they think about populations who experience poverty. However, rising costs of college and changes in student demographics have contributed to poverty within this group. Many students experience poverty and subsequent basic needs insecurity; they may lack safe housing and the ability to access adequate amounts of nutritious food. Poverty has significant mental, physical, and academic implications for these college students. Recognizing that education is a social determinant of health, it is clear that nurses can address this issue. This article provides an overview of poverty in the context of college student concerns, including actions to promote students’ well-being and academic success. We describe current interventions to support students as well as the stigma that often accompanies poverty and may prohibit a student from asking for help. The authors present information for nurses in various roles on college campuses, such as educator and advocate; advanced practice program faculty; and student healthcare provider. An exemplar describes how faculty at one school of nursing have responded to student poverty concerns. Finally, we suggest recommendations to begin or enhance current efforts to address poverty in college students.

Analysis of Gender Diversity Within Foot and Ankle Surgery Fellowship Programs.

Women continue to be underrepresented in orthopaedic surgery. This study seeks to evaluate gender diversity of faculty and trainees at foot and ankle surgery fellowship programs. In this cross-sectional analysis of 49 US foot and ankle fellowship programs, all publicly available data on program faculty (as of July 2023) were collected, as well as data on current and past fellows between 2018 and 2024. Of 49 programs with 195 foot and ankle surgery faculty, 26.5% (n = 13) had at least 1 female on faculty, with only 8.2% (n = 4) having female fellowship directors. Female faculty made up 9.7% (n = 19) of foot and ankle surgery faculty overall. Of 307 total fellows identified within the 6-year period, 19.5% (n = 60) were female. Geographic distribution of programs was as follows: 29% (n = 14) Northeast, 31% (n = 15) South, 19% (n = 9) Midwest, and 21% (n = 10) West. Northeast programs made up 62% of all programs with female faculty, whereas Midwest programs made up the least at 8% (P = .048). Programs with female faculty had more female fellows from 2018 to 2024 than programs without female faculty (33.7% vs 14%, P < .001). Our findings suggest that females remain underrepresented in foot and ankle surgery fellowship director positions, despite an increasing proportion of females entering orthopaedic surgery. Foot and ankle surgery fellowship programs with female faculty had a higher number of female trainees; as such, diversification of foot and ankle fellowship departments may be an important factor in ongoing efforts to promote gender diversity within the specialty. Level IV, observational cross-sectional analysis.

STRATEGI PEMBELAJARAN BERBASIS BLENDED LEARNING PADA PROGRAM STUDI PENDIDIKAN IPS FIS UNNES

The aim of this research is to find out what kind of support the Social Sciences EducationStudy Program provides as a policy maker in implementing blended learning-basedlearning strategies; to find out the extent of the use of blended learning-based technologyin the FIS UNNES Social Sciences Education Study Program; to analyze theimplementation of blended learning-based learning strategies in the FIS UNNES SocialSciences Education Study Program.The research method used is descriptive with a qualitative approach. The research subjectis the academic community of the Social Sciences Education Study Program. Datacollection through interviews, observation and documentation with data validity testingusing triangulation methods and data analysis techniques using interactive analysis.The results of the research found that the blended learning-based learning strategy in theFIS UNNES Social Sciences education study program was running well. Support fromlecturers, students, study program coordinators, faculties and universities really supportsthe implementation of this. One of the existing policies is the curriculum and supportinginfrastructure.

Decolonizing the midwifery curriculum: Jettisoning the Caldwell-Moloy pelvic types.

As faculty in two different midwifery education programs, we have stopped teaching the Caldwell-Moloy classifications of the female pelvis, as have faculty in several other US midwifery programs. In this commentary, we explain the rationale for this change. We review the roots of the Caldwell-Moloy pelvic classification and the lack of contemporary scientific support for either classifying pelvic types or using such a classification for clinical decision-making, and propose an alternative approach to teaching assessment of the bony pelvis.

VALIDATION OF THE HYDRAULIC TURBINE OPENFOAM LIBRARY FOR A HIGH-PRESSURE CENTRIFUGAL COMPRESSOR

A special program module was added to OpenFoam more than 10 years ago, and a large number of studies have been devoted to its use for solving turbine engineering problems. Modeling inaccuracies can occur when the velocity is increased to supersonic flow. The aim of this work is to validate the OpenFoam open library of hydraulic turbines for the a high-pressure centrifugal compressor flow calculation and finding the parameters and calculation model that are optimal in terms of efficiency and total/total pressure ratio. For the numerical calculation, we used Reynolds averaging of the Navier-Stokes equations, which are used in the CFD library OpenFoam v. 2212. In this work, the two most commonly used turbulence models for such problems are used to close the equations of the mathematical model: the k-e model and the Shear stress transport (SST) model. The simulation was performed using a modified version of the sonicFoam solver, which is available in OpenFoam. The maximum error in calculating the total pressure ratio in the working zone for all models was 3 %. All models behave poorly in the low mass flow rate zone. The slope of all curves corresponds to the experimental characteristic. The calculation using the models with very fine meshes on average determines a 2 % increase in the total-to-total pressure ratio. Using OpenFoam, the integrated parameters of a high-pressure centrifugal compressor can be predicted accurately (maximum error does not exceed 5 %). The most accurate efficiency is predicted by the SST model using meshes of more than 2.56 million elements, but this number of elements is not enough to predict the compressor's performance at low flow rate zone. In further research, it is rational to use grids consisting of at least 5 million elements and use the SST turbulence model.

Teaching the Teacher: Implementing a Tool kit to Standardize Effective Preceptorship of Prelicensure Nursing Students.

Faculty can support successful preceptor-led clinical experiences by providing registered nurses with educational resources to guide them in the preceptor role. To upgrade our institution's educational resources using an online platform that enables just-in-time access. This was a quality improvement project to create and implement an educational resource tool kit for prelicensure nursing preceptors. Half of our preceptors (n = 46, 52%) had no formal preceptor education. The preceptors used all the resources and were satisfied with the tool kit's content and ease of use. Implementing the tool kit was feasible. Further development includes ( a ) adding content regarding diverse students and trauma-informed nursing care, ( b ) incorporating interactive educational materials, ( c ) exploring avenues to reduce cognitive load, ( d ) creating a prelicensure preceptor preparation course, and ( e ) considering avenues for providing open access for nursing faculty of prelicensure programs.

Finding the right combination for self-directed learning: A focus group study of residents' choice and use of digital resources to support their learning.

There has been a shift in postgraduate medical education towards digital educational resources-podcasts, videos, social media and other formats consumed asynchronously and apart from formal curricula. It is unclear what drives residents to select and use these resources. Understanding how and why residents choose digital resources can aid programme directors, faculty and residents in optimising residents' informal learning time. This focus group study was conducted with residents at two US internal medicine residency programmes. The authors used the framework approach to content analysis using self-determination theory as guide for deductive coding and iteratively assessing connections among codes and identifying themes. Trustworthiness was addressed through use of analytic memos, reflexive practice and member checking. The authors conducted eight virtual focus groups (n = 23) from 5/27/20 to 6/11/20. Residents described that a feeling of 'should know' drove initial choices towards self-directed learning outside of work. Regular use of a resource was influenced by how the resource fit into a resident's lifestyle, the personal cognitive energy and the perceived 'activation energy' of using a particular resource. Familiarity, increased confidence and in-person social networks gained from digital resources served to reinforce and further guide resource choice. The selection of digital resources for self-directed learning is driven by multiple factors, suggesting an interdependent relationship between the learning environment and a residents' cognitive capacity. Understanding these interconnections can help residents and clinical educators explicitly choose resources that fit their lifestyle and learning needs.

The Use of TOEFL iBT® in Admissions Decisions: Stakeholder Perceptions of Policies and Practices

AbstractThis paper reports partial results from a larger study of how three different groups of stakeholders—university admissions officers, faculty in graduate programs involved in admissions decisions, and Intensive English Program (IEP) faculty—interpret and use TOEFL iBT® scores in making admissions decisions or preparing students to meet minimum test score requirements. Our overall goal was to gain a better understanding of the perceived role of English language proficiency in admissions decisions and the internal and external factors that inform decisions about acceptable ways to demonstrate proficiency and minimal standards. To that end, we designed surveys for each stakeholder group that contained questions for all groups and questions specific to each group. This report focuses on the questions that were common to all three groups across two areas: (1) understandings of and participation in institutional policy making around English language proficiency tests and (2) knowledge of and attitudes toward the TOEFL iBT test itself. Our results suggested that, as predicted, university admissions staff were the most aware of and involved in policy making but frequently consulted with ESL experts such as IEP faculty when setting policies. This stakeholder group was also the most knowledgeable about the TOEFL iBT test. Faculty in graduate programs varied in their understanding of and involvement in policy making and reported the least familiarity with the test. However, they reported that more information about many aspects of the test would help them make better admissions decisions. The results of the study add to the growing literature on language assessment literacy among various stakeholder groups, especially in terms of identifying aspects of assessment literacy that are important to different groups of stakeholders.

Assessing the need for pre-mental health competencies in undergraduate education: insights from graduate faculty surveys.

Despite the value of clinical competencies for masters- and doctoral-level practitioners as well as the tremendous variability in preparedness for graduate school and at graduation from graduate school, there are no competency standards for students pursuing mental healthcare careers prior to graduate study. This study aimed to identify potential pre-mental health competency standards for undergraduates pursuing mental healthcare careers. Faculty at masters and doctoral programs in a range of mental healthcare fields were asked to rate their expectations of entry-level competence and the perceived entry-level competence of their first-year, bachelor-level graduate students on 42 sub-competencies derived from the APA's Competency Benchmarks in Professional Psychology. Faculty of both masters (N = 320) and doctoral (N = 220) programs reported high expectations of first-year graduate students for 11 competency categories (professional values/attitudes; relationships; management-administration; interdisciplinary systems; individual/cultural diversity; advocacy; scientific knowledge and methods; reflective practice, self-assessment, and self-care; ethical standards and policy; supervision, and research/evaluation) and 25 sub-competencies. Faculty in masters programs rated students as not meeting their expectations in 28 sub-competencies, while faculty in doctoral programs rated students as not meeting their expectations in 17 sub-competencies. Faculty recommended internships as well as improvement in writing, counseling skills, professional behavior, diversity, equity, and inclusion, cultural competence and humility, research methods, reading research, connecting research to practice, and education about the different mental healthcare professions. Our findings suggest that students would benefit from intentional training in multiple pre-mental health competency areas at the undergraduate level to facilitate graduate-level training in mental healthcare and to better prepare our future clinicians.

EdD Students’ Sensemaking of Improvement Science as a Tool for Change in Education

Although research scholarship offers valuable guidance to those hoping to use improvement science in their teaching and practice, it tends to center the perspectives of researchers and EdD program faculty. Less research has focused on the voices of practitioners who use improvement science in their schools and organizations. We draw on sensemaking theory to investigate how EdD students are learning about and applying improvement science in their practice. We share how practitioners made sense of each stage of the improvement science process, including affordances, and how they navigated challenges with collaborators and communities within their organizations.

Evaluating the impact of motivational interviewing on engagement and outcomes in a web-based self-help intervention for gambling disorder: A randomised controlled trial

BackgroundSelf-paced internet interventions for gambling problems offer cost-effective, accessible, and private alternatives to traditional psychotherapy for a population that rarely seeks help. However, these interventions have been relatively slow to develop, evaluate, and deploy at scale relative to those for other addictive behaviors. Moreover, user engagement remains low despite the high interest. Motivational interviews have improved the effectiveness gambling bibliotherapy but have not been augmented with an analogous web-based self-guided program. ObjectivesThis trial aimed to replicate and extend prior work by translating a paperback workbook to the internet and pairing it with a single motivational interview. It was hypothesized that the motivational interview would enhance program engagement and gambling outcomes. MethodsA two-arm randomised controlled trial was conducted. Treatment-seeking Canadian adults recruited solely via social media received one year of access to a web-based self-guided program, either alone (N = 158) or in combination with a virtual motivational interview completed upon enrolment (N = 155). The program was based on principles of cognitive-behavioral therapy and motivational interviewing. Gambling severity, expenditures, frequency, and duration were assessed via online questionnaires at baseline and 3-, 6-, and 12-months post-baseline, along with secondary outcomes (i.e., depression, anxiety, nonspecific psychological distress, alcohol consumption). ResultsBaseline characteristics were indicative of severe gambling problems and concurrent mental health problems but not problematic alcohol consumption in this sample. Both treatment groups demonstrated roughly equal improvements across all gambling outcomes and most secondary outcomes over time, except alcohol consumption, which did not meaningfully change. Changes were most prominent by 3 months, followed by more gradual change by 6 and 12 months. Only 57 % of gamblers who were assigned to receive a motivational interview completed that interview. About 40 % of users did not complete any program modules and 11 % completed all four. No group differences in program engagement were observed, although the number of modules completed was associated with greater reductions in gambling behaviors in both groups. DiscussionThe problem of user engagement with web-based self-help programs remains. There is a dose-response relationship between engagement and outcomes when engagement is measured in terms of therapeutic content completed. ConclusionsThe addition of a motivational interview to a web-based self-help program for gambling problems was unsuccessful in improving engagement or outcomes. Future work should aim to make self-guided programs more engaging rather than solely making users more engaged. Trial registrationRegistered on 7 July 2020 (ISRCTN13009468).

Race for the Doctorate: Educational Leadership Ed.D. Students’ Experiences in a Racial Equity-Focused Program

Aim/Purpose: This study aimed to compare the experiences of students who identify as Black, Indigenous, and People of Color (BIPOC) with those of White students in the same Educational Leadership doctoral program that claimed to be unapologetic in its commitment to producing racially conscious leaders. Background: This study critically assesses the doctoral program’s claims as measured by BIPOC and White doctoral students’ perceptions of their abilities as racial equity leaders and their assessments of their transformational learning. Methodology: This qualitative study employed two separate focus group interviews – one for BIPOC doctoral students (n=7) and the other for White doctoral students (n=6). The researchers could comprehend how the participants experienced an Educational Leadership Ed.D. program with curriculum, andragogy, and assessment viewed through the lens of race and how the participants perceived their growth as racial equity leaders. Contribution: This study offers several theoretical and practical applications for Educational Leadership doctoral programs that embed racial equity work. For faculty, the study informs their delivery of race-focused courses and programs to optimize their development of racially conscious leaders. For BIPOC students, the study empowers them to advocate for and demand challenging racial equity-focused curriculum and instruction. For White students, the study reinforces the necessity of a race-focused program for professional development. Findings: There was a marked difference between the BIPOC and White students’ responses. White students reported the most transformational growth in their racial awareness, their understanding of structural racism, and their recognition of where equity leadership skills could be utilized. BIPOC students were cognizant of much of this work before entering the program. However, they reported growth in understanding how best to implement effective racial equity leadership while maintaining healthy boundaries and self-care. Recommendations for Practitioners: Educational leadership doctoral programs with a focus on racial equity work need teaching faculty that espouse and demonstrate anti-racist curriculum, instruction, and assessment without relying on the racialized labor of BIPOC students to “teach” White students about racism. Recommendation for Researchers: The researchers in this study used separate focus groups – BIPOC and White. The data revealed that although the same questions were asked to each group, the BIPOC responses contained more vulnerable, personal details and yielded richer meanings. Future researchers should consider employing a more robust set of focus group questions that require more introspection and self-reflection, which might produce more significant insights. We believe they may yield more nuanced responses from all racial groups. Impact on Society: This study revealed that BIPOC and White educational leadership doctoral students have different and varying needs and challenges based on their racialized lived experiences. Educational leadership doctoral programs must provide the tools and opportunities for their students to be conversant and competent to address issues of structural racism. Future Research: Future research should use transformative learning theory to guide how BIPOC and White faculty in educational leadership doctoral programs assess their abilities to be anti-racist teachers and leaders.

НЕЙРОСЕТЕВЫЕ МОДЕЛИ АНАЛИЗА БИОМАРКЕРОВ ВЫДЫХАЕМОГО ВОЗДУХА ДЛЯ НЕИНВАЗИВНОЙ ОЦЕНКИ ПРОЦЕССОВ ЛИПОПЕРОКСИДАЦИИ В ОРГАНИЗМЕ ЗДОРОВОГО ЧЕЛОВЕКА

The paper considers the possibility in principle to use neuronet models for predicting the oxidative stress by lipid peroxidation (LPO) biomarkers identified in exhaled air by healthy humans (EA). Oxidative stress was modeled by normobaric 2-hour breathing 100 % oxygen with participation of 12 male subjects at the age of 24 to 40 years who were tilted at -6° over 21 days. Expired air (EA) was sampled using masks ReCiva (Owlstone Medical) and analyzed by gas chromatography mass-spectrometry (GC-MS). Data were analyzed using own neuronets based on programming language Python, TensorFlow library (Google open source) and module Keras. The paper describes the main stages of the neuronet model development. It was shown that data processing and tabulation are critical for accuracy of a neuronet algorithm. Application of the neuronet technologies in EA biomarkers analysis appears to be a promising approach to the non-invasive assessment of LPO processes to improve significantly diagnostics and prediction of OS-related pathologies.