Research Supervision Research Articles

Alignment of Doctoral Student and Supervisor Expectations in Malaysia

Aim/Purpose: This paper compares doctoral student and supervisor expectations of their respective roles and responsibilities in doctoral research supervision relationships in Malaysia. It identifies the areas, and the extent to which expectations align or differ. Background: Incongruence of expectations between doctoral students and their supervisor has been cited as a major contributor to slow completion times and high attrition rates for doctoral students. While researchers urge the need for explicit discussion of expectations, in practice doctoral students and supervisors rarely make their expectations explicit to each other, and few researchers have examined the areas of alignment or misalignment of expectations in depth. Methodology: Semi-structured interviews were held with fifteen doctoral students and twelve supervisors from two research-intensive universities in Malaysia. An inductive thematic analysis of data was conducted. Contribution: This paper provides the first in-depth direct comparison of student-supervisor expectations in Malaysia. A hierarchical model of student-supervisor expectations is presented. Findings: Expectations vary in the degree of congruence, and the degree to which they are clarified by students and supervisors across four different areas: academic practice, academic outcomes, skills and personal attributes, personal relationships. A hierarchical model is proposed to describe the extent to which both students and supervisors are able to clarify their mutual expectations arising throughout the doctoral student-supervisor relationship. Recommendations for Practitioners: Institutions should support discussions with both doctoral students and supervisors of expectations of their student-supervisor interactions, and encourage them to be more proactive in exploring their mutual expectations. Recommendation for Researchers: Data is recommended to be collected from students who have recently completed their studies, given the observation that some student participants were uncomfortable speaking about their supervisors while still in the student-supervisor relationship. Impact on Society: Opening opportunities for discussions of expectations by students and supervisors, supported and encouraged by the institutions within which they work, can help set the scene for positive and productive relationships. Future Research: Findings indicate there is need to examine in depth the impact of gender, and the competing pressures to publish and graduate on time, as they relate to the student-supervisor relationships and experience.

SISTEM PENJAMINAN MUTU DAN PENGAWASAN PENDIDIKAN TINGGI

This study aims to determine the internal quality assurance system for education standards, research, community service and educational supervision in higher education institutions. The results of the study indicate that all components of the education quality standard must be endeavored to achieve the desired quality, both internal and external stakeholders. Research standards and community service need to be intensified in carrying out an internal quality assurance system by referring to the principles of being educational, accountable, objective, and transparent. Educational supervision in tertiary institutions must always be present to complement the administrative and management processes in achieving educational goals and become an umbrella for inputs, outputs and systems in tertiary institutions to keep activities carried out from deviating from a predetermined plan.

Trustworthiness in Sampling Selection: Remedies Against Introspective Chaos

The ethical dimension pertaining to protecting participants from psychological harm due to the in-depth nature of the inquiry and to the intimacy resulting from prolonged engagement is well-documented. This is laudable, but very few studies focused on guiding the researchers against chaotic emotions arising from introspectively questioning their beliefs and motivations and inspiring their judgments underlying their decisions. In our involvement with masters’ students’ thesis writing and research management training, supervision, and examination, we became aware of recurring cases of novice researchers silently disappearing from the program, eventually reappearing, continuously struggling with their thesis. Investigating this process, we identified the difficulty of becoming trustworthy researcher-instruments as the central issue leading to students disconnecting from their research. Students would disclose their anxiety of being accused of bias when defending their purposeful sampling. Therefore, we decided to equip them pre-emptively, helping them build their researchers’ expertise and confidence. Firstly, we disclosed our vulnerability from the perspective of the researchers’ awareness. Secondly, we exposed an intricate sampling case in terms of methodical considerations. Lastly, we provided a step-by-step demonstration of the initial, purposeful, and theoretical sampling selection process, illustrating the constant comparative analysis method, peer discussions and member reflections as safeguarding procedures towards trustworthiness.

Post COVID- 19 protocol of treatment, radiologic examination and infection control in dentistry

The COVID-19 is an utmost challenge to the health care profession. The medical professionals and system and has recommended different reaction and sorts of solutions found all over the world. As the dental health care professionals deal directly with the oral cavity, their responsibility in avoiding the spread of COVID-19 proves significant. All the usual dental treatment and procedures put on hold into countries which come across COVID-19. During this pandemic, there is a need for planned crucial care which might be delivered by dental professional and auxiliary they should be provided with proper PPE on priority. Dental health care professionals should also be trained to contribute to health care. Quick re-organization of significant health care support is not simple. Dental health care professionals have an ethical duty to lessen the fear of spreading COVID-19 for routine care in dental patients. But they were and are worried concerning the monetary issues. The huge data is online accessible and over societal media, but still, it is hard to recognize research confirmation and supervision; however, ethical conclusions should be made.

Performance Management and Quality of Lecturers’ Services at Makerere University

The purpose of this study was to establish the relationship between goal setting and quality of lecturers’ services. This was based on the deteriorating quality of lecturers’ services in Makerere University, the pioneer university in Uganda. The study was a cross-sectional survey, targeting academic staff in College of Humanity and Social Sciences (CHUSS), College of Commerce and Business Administration (CoBAMS) and College of Education and External Studies (CEES). These lecturers were selected using simple random sampling technique. Data was collected using a self-administered questionnaire. It was analysed using Pearson’s correlation coefficient index and regression analysis techniques. Results revealed that there was a highly positive significant impact between goal setting and quality of lecturers’ services (teaching, research supervision, writing and publication, and finally community services). It was hence concluded that goal setting is a strong predictor of quality of lecturers’ services. Thus, a recommendation that once lecturers’ quality of services is to be enhanced at Makerere University there should be high engagement of lecturers on boards, council, senate to influence decisions geared towards achieving university objectives missions and goals.

The Profile of the Supervising Lecturer: On the Association between Supervision Outputs and the Nature of the Supervision

This study is a pioneer study that seeks to explore the association between supervision outputs and the nature of the supervision (by e-mail, face-to-face, the student’s independence). In addition, the association between the supervising lecturer’s personal background (gender, age), professional background (faculty, tenure, excellence in teaching), and the supervision outputs (articles written, presentations at conferences) and nature of the supervision is explored. The purpose of the study is to explore items in depth so that they can be used in developing a questionnaire exploring the association between supervision outputs and the nature of the supervision.
 
 The research findings show, for various items, significant interactions between age and gender, excellence in teaching, and tenure. Significant interactions were also found between gender and faculty, as well as between age and excellence in teaching. Differences were also found between faculties.
 
 The findings of this study might have practical consequences for establishing the output-guided association in research supervision, as well as for establishing the practical association between the nature of the supervision and the lecturer’s personal background, professional background, the supervision outputs, and the nature of the supervision. These findings constitute a foundation for methodological thinking concerning supervision by staff members, a subject that has considerable meaning for the initial steps taken by young student researchers and for the systematic establishment of the pattern of academic supervision, which although not frontal teaching may be even more demanding.

The development of research supervisors’ pedagogical content knowledge in a lesson study project

ABSTRACT In this study, we aimed to identify how the learning activities elicited in a lesson study project contributed to self-perceived change in supervisors’ pedagogical content knowledge (PCK). Lesson study is a method which combines both professional and educational development. During a lesson study project, teachers collaborate in a team and develop, teach, evaluate, and redesign a research lesson. During the 4-month lesson study project described here, four supervisors designed a protocol for research supervision meetings aimed at enhancing undergraduate students’ learning. During the project, they experimented with open questioning and giving positive feedback instead of giving instruction and explanations. A mixed-methods design was used in this study. Data on the supervisors’ learning activities and PCK were gathered using learner reports, video-recordings of meetings, and exit interviews. The analyses of these data showed that the lesson study project contributed to the development of the supervisors’ PCK on instructional strategies and student understanding. The learning activity that contributed most to these changes was reflecting on their own practice and that of their students.

Improving postgraduate nursing research output: A South African nursing science perspective

Background. Postgraduate nursing research programmes prepare professional nurses for receiving Master’s or doctoral degrees, foster growth of the profession and strengthen the nation’s health sectors through development and implementation of innovative approaches for better nursing care. Enrolment in and completion of postgraduate nursing research programmes follow rigorous processes, involving the student, supervisor(s) and university. Objectives. To review the relevant literature obtained from a computerised database search that focused on improving postgraduate nursing research throughput in South Africa (SA) to synthesise ideas and draw conclusions regarding the topic being discussed. Methods. An unsystematic, narrative literature review approach was adopted for a computerised database search. Results. The study revealed that postgraduate nursing research throughput could be improved through enrolment of a greater number of Master’s and doctoral students across SA universities, and adequate provision of structures for accessing information, e.g. the latest technologies. The study also revealed the need for adequate support of supervisors with the necessary resources and continuous training of more supervisors in innovative methods for appropriate development of the requisite skills to strengthen research supervision. Conclusion. There is a dire need to promote postgraduate nursing researchers owing to the importance of professional growth, development of new knowledge and university funding.

Frank Featherstone Bonsall. 31 March 1920—22 February 2011

Frank Bonsall played a significant role in the mathematical life of the United Kingdom in the decades following the Second World War. He had a particular impact in Scotland and the north of England, especially in research and graduate education. His research interests focused primarily on functional analysis, the area of mathematics that brings together various strands of analysis under a single abstract framework, and on the related theory of linear operators on Banach spaces. He influenced a generation of young mathematicians with the elegance of his written and oral expositions, both of his own research and that of others. The quality of his caring and thorough research supervision was reflected in his many PhD students who would continue in research and go on to successful academic careers in their own right, both in the United Kingdom and beyond.

Supervision of Research at Higher Education: Perception and Practices of Supervisors in Karachi Pakistan

The purpose of this research study was to find the perceptions and practices of researchers who supervised the research scholars at the higher education level. It is the common complaint of the students that their supervisors do not cooperate and resultantly the research study does not complete quite well in time. A quality research approach was adopted for the purpose, and sixteen research supervisors were interviewed. Responses of the supervisors who were included in this research for finding problems the supervisors are facing in the process of research supervision at higher education level, data were collected through open-ended questions which were presented during personal interviews to supervisors from private and government universities, both from social sciences and from applied sciences. While the findings of this research show more than these problems which supervisors are facing. It is recommended that the supervisor's point of view should also take into consideration, and further researches should be conducted to analyses hidden areas of this process.

A realist review of scholarly experiences in medical education.

Scholarly experiences have been increasingly employed to support the development of scholarly skills for medical students. How the characteristics of the various scholarly experiences contributes to scholarly outcomes or the complexities of how the experiences build skills warrants further exploration. To identify how medical students' scholarly experiences lead to scholarly outcomes under what circumstances. A realist review was conducted with a search of Ovid MEDLINE, CINAHL, Scopus and ERIC databases using the terms "medical student" and "scholarly experience" and related synonyms. Studies involving the engagement of medical students in a range of compulsory scholarly experiences including quality improvement projects, literature reviews and research projects were included. Key data were extracted from studies, and realist analysis was used to identify how contexts and mechanisms led to different outcomes. From an initial 4590 titles, 28 studies of 22 scholarly experiences were identified. All were primarily focused on research-related scholarly experiences. Organisational research culture that valued research, dedicated time, autonomy and choice of experience were found to be key contexts. Adequately supported and structured experiences where students can see the value of research and quality supervision that builds student's self-efficacy were identified as mechanisms leading to outcomes. Outcomes included increased research skills and attitudes, scholarly outputs (eg publications) and future interest in research or other scholarly endeavours. The design of scholarly experiences for medical students needs to ensure protected time, adequate supervision and autonomy, to achieve scholarly outcomes. Much of the focus is on research and traditional outcomes with little known about the role or outcomes associated with other scholarly work.

A supervision approach to facilitate learning during the master’s research journey

ABSTRACT Research supervision can utilise teaching and supervision practices to structure the research journey for master’s students and achieve higher order learning. This study applied known practice to conceptualise a supervision approach to support the learning process of master’s students during research supervision. The approach focused on improving supervision quality, achieving the required learning even though postgraduates have time constraints as part-time students, and enabling the supervisor to support the growing number of postgraduates. This supervision approach provides a structured approach to less experienced academics who can utilise it to implement their own practices and improve their supervision.

COVID-19: medical students in clinical research.

In response to the COVID-19 pandemic, thousands of clinical research staff from across the UK were redeployed to the front line of the National Health Service (NHS).1 This left a depleted workforce to deliver the urgent public health research (UPHR) projects required to characterise the novel disease, inform public health measures and evaluate potential therapeutics. As medical students at the University of Birmingham, we received an urgent appeal from Dr Chris Green (co-author) and the National Institute of Health Research (NIHR) to volunteer to help deliver these clinical studies. We responded with the aim to support the NIHR and NHS workforce, and positively contribute to the unfolding crisis.2 We further sought to experience clinical research first-hand as, despite coming from a range of backgrounds, we had few insights into the practicalities of organising and conducting clinical trials. Our volunteer roles have varied in response to emerging research needs. As part of the International Severe Acute Respiratory and Emerging Infections Consortium (ISARIC), we collected serial data on COVID-19 inpatients’ symptoms and observations.3 Our role later expanded to assisting with the Randomised Evaluation of COVID-19 Therapy (RECOVERY) trial to help screen patients for eligibility, assess their capacity to consent and explain the trial to patients, alongside and under the supervision of local NHS research and development (R&D) staff. Our experiences have not only supported UPHR delivery but have also highlighted the learning opportunities that clinical research presents to medical students. The need for evidence-based medicine is reinforced throughout our medical training; however, with limited access to research during medical school, contextualising this concept is difficult. During our experience, we have observed the demand for a COVID-19 therapeutic agent and the process required to demonstrate its safety and efficacy. We have also been able to appreciate the uncertainty inherent in both research and clinical practice. Whereas the patient cases presented during our education often have clearly defined answers and learning objectives, we have seen that outcomes for individual patients and clinical trials are not as well defined. This is a more nuanced view, which should serve us well as future doctors. It is difficult for medical schools to prepare students fully for the sudden responsibility that we will experience as newly qualified doctors; however, we believe that clinical research placements could play a role in doing this. Whilst volunteering, we have been responsible for organising our own work schedule and presenting our ideas and findings to the wider research team. We have also rapidly learned to implement our theoretical understanding of concepts such as critical appraisal, communication, mental capacity assessment and taking informed consent. Furthermore, for many of us, our first patient consultations have not been the typical, highly supported, semi-artificial scenarios, but an exchange of critical information relating to a global pandemic. We have developed an improved understanding of how scientific data are collected, which will enhance our ability to assess available evidence critically and make erudite clinical decisions in the future.4 The newly developed NIHR clinical research volunteer network is more representative of the multidisciplinary teams found within the NHS. As students at different stages of training and with varying levels of experience, we have had the chance to interact across year groups, having had limited opportunity to do so otherwise in medical school. Opportunities to discuss our ideas and questions about the studies with consultants and the wider clinical research team have also given us unique insights into the current understanding of COVID-19, potential treatments and vaccines. These opportunities and the research network that we have developed will be invaluable to help us engage with future research and inform our career choices.5 The research experience available to us during the COVID-19 pandemic has been invaluable to our professional development. Given the requirement for high levels of advanced training and expertise, however, opportunities to participate in research during medical school are currently limited. This seems counterintuitive, as many of us will play critical roles in future clinical research. We believe opportunities for clinical research placements should therefore be incorporated into medical education. These placements should be coupled with Good Clinical Practice (GCP) training for medical students, to ensure both compliance with ethical practices and the safety of patients.6 Although we recognise mandatory placements and training could stretch an already busy medical curriculum, and may not be welcomed by all students, we believe that it will benefit our understanding and engagement with evidence-based medicine, clinical trials and researcher–clinician collaborations. This will help with the effective delivery of future clinical research and will ultimately benefit our patients. The research experience available to us during the COVID-19 pandemic has been invaluable to our professional development … opportunities for clinical research placements should therefore be incorporated into medical education

Supervising cohorts of higher degree research students: design catalysts for industry and innovation

Higher degree research students and their contributions to society and the economy are well known. However, the recognition of the increasing numbers of such students and the decreasing availability of supervisors implies that traditional individual modes of research supervision are no longer sufficient, while models of cohort supervision have led to successful outcomes. This paper uses the notion of threshold crossing to reflect upon a case study of higher degree research (HDR) supervision in an action research program, where students are immersed in industry projects to investigate company issues, innovate and transform the organisation. The action research model balances structure and flexibility, with set tasks and embedded reflexivity; the responsiveness of the model ensures timely project completion and the development of critical thinking skills. Balancing the proximity and distance between the supervisors, student, cohort and industry partner ensures that students are socialised into both academic and industry settings, developing self-efficacy to succeed in both worlds. Analysis of interviews with students and firm partners reveals that the cohort model valorises the higher research degree, developing research students. Three trends in HDR supervision are reconciled in the pedagogical approach outlined: bridging industry and academia, enculturation and emancipation and communities of learning and practice.

An Empirical Investigation of Supervisory Management Styles and Associated Factors for Postgraduate Level Research Supervision

Based on the dynamic model of supervisory management styles this research focused on the empirical verification of the preferred supervisory management styles and their associated baseline characteristics of supervisors and supervisees. The study used a mixed-methods research approach and conducted in two phases. In the first phase, semi-structured interviews were conducted from 30 supervisors from different disciplines to get an overview of the context specific supervision problems faced by supervisors and their approaches to solve them during the different research stages. These interviews helped to develop items of supervisory management styles questionnaire (SMSQ). This questionnaire was based on 12 different situations. In the second phase, supervisors and supervisees from the 13 different universities of Punjab were selected purposively to respond the supervisory management styles questionnaire. The chi-square tests were performed to analyze the preferred supervisory management styles and their association with personal, academic and institutional characteristics of supervisors and supervisees. The results showed significant influence of the supervisees’ background profile characteristics and supervisors’ administrative position on the adoption of a particular supervisory management style at postgraduate level. The study identified the baseline characteristics associated with different supervision styles that may help to resolve possible supervisory alignment conflicts

Do successful PhD outcomes reflect the research environment rather than academic ability?

Maximising research productivity is a major focus for universities world-wide. Graduate research programs are an important driver of research outputs. Choosing students with the greatest likelihood of success is considered a key part of improving research outcomes. There has been little empirical investigation of what factors drive the outcomes from a student's PhD and whether ranking procedures are effective in student selection. Here we show that, the research environment had a decisive influence: students who conducted research in one of the University's priority research areas and who had experienced, research-intensive, supervisors had significantly better outcomes from their PhD in terms of number of manuscripts published, citations, average impact factor of journals published in, and reduced attrition rates. In contrast, students' previous academic outcomes and research training was unrelated to outcomes. Furthermore, students who received a scholarship to support their studies generated significantly more publications in higher impact journals, their work was cited more often and they were less likely to withdraw from their PhD. The findings suggest that experienced supervisors researching in a priority research area facilitate PhD student productivity. The findings question the utility of assigning PhD scholarships solely on the basis of student academic merit, once minimum entry requirements are met. Given that citations, publication numbers and publications in higher ranked journals drive university rankings, and that publications from PhD student contribute approximately one-third of all research outputs from universities, strengthening research infrastructure and supervision teams may be more important considerations for maximising the contribution of PhD students to a university's international standing.

Obsessive Work Passion as a Conduit between Work-Contingent Self-Esteem and Abusive Supervision

Building on self-determination theory and the dualistic model of passion, the study proposes two alternative perspectives to understanding antecedents of abusive supervision. The subordinate-induced perspective suggests that the subordinates whose self-esteem is contingent on their work performance are more likely to be obsessively passionate about work, which then makes them targets of abusive supervision. The supervisor-induced perspective proposes that supervisors whose self-esteem is contingent on work performance are also more likely to experience obsessive work passion and, in turn, engage in abusive behaviors toward subordinates. Results of mediation analyses in a supervisor-employee matched sample of healthcare professionals provided support for both perspectives. We discuss the implications of our findings for research in contingent self-esteem, abusive supervision, and work passion, as well as for managerial practice.

The Third-Decade of Abusive Supervision Research: The Role of Time and Emotion

Since Tepper’s (2000) work, abusive supervision has emerged as a solid research area. The first decade of research was devoted to the understanding of prevalence and perniciousness of abusive supervision. Demonstrating that scholarly interest in this construct has never been higher, the second decade of abusive supervision research was characterized with a series of qualitative and quantitative reviews focusing on clarifying the boundaries of abusive supervision (e.g., Mackey, Frieder, Brees, & Martinko, 2017; Martinko, Harvey, Brees, & Mackey, 2013; Schyns & Schilling 2013; Tepper, Simon, & Park, 2017; Zhang, Liu, Xu, Yang, & Bednall, 2019). A notable advance in the literature is the emergence of theoretical works in the Academy of Management Review, extending the boundary of abusive supervision by building new theory (Chan & McAllister, 2014; Oh & Farh, 2017; Vogel & Bolino, in press). Each of the papers provides a new avenue to the third decade of abusive supervision by emphasizing two major perspectives: a deeper consideration of time-based processes and an emphasis on emotion-based processes. Both foci have been the subject of discussion among abusive supervision scholars to date, yet the relative newness of these trends leaves many questions to be answered. The papers in this symposium take on this challenge. Two focus on the issue of time in different ways (e.g., inconsistency, temporal focus), and all four take up the issue of how emotions work in the abusive supervision episode. Overall, this symposium seeks to continue this ongoing conversation inspired by this new theory and provide answers to outstanding questions, while also setting a research agenda for the future. Swinging Between Abuse and Non-Abuse Across Time: A Polynomial Regression Approach Presenter: Seoin Yoon; Texas A&M U., College Station Presenter: Joel Koopman; Texas A&M U. Presenter: Nikolaos E. Dimotakis; Oklahoma State U. Presenter: Juanita Kimiyo Forrester; Mercer U. Presenter: Lauren Simon; U. of Arkansas Presenter: Bennett J. Tepper; Ohio State U. Presenter: Lindie Hanyu Liang; Wilfrid Laurier U. Presenter: Douglas J. Brown; U. of Waterloo Time Matters: Revisiting the Performance Consequences of Abusive Supervision Presenter: Lingtao Yu; U. of British Columbia Presenter: Michelle K Duffy; U. of Minnesota Presenter: Wu Wei; Wuhan U. Coping with Abuse: The Neutralizing Effects of Emotional Expressivity and Perspective Taking Presenter: Monique Alexandria Alvarez Domingo; U. of Connecticut Presenter: Jo K. Oh; U. of Connecticut Presenter: You Jin Kim; City U. of Hong Kong Presenter: Zhenyu Liao; Northeastern U. Presenter: Sunwook Chung; Sogang U. Social Information Processing and Third Party Reactions to Abusive Supervision Presenter: Chenduo Du; U. of Kentucky Presenter: Jie Li; Hong Kong U. of Science and Technology Presenter: Huiwen Lian; U. of Kentucky Presenter: Lance Ferris; Michigan State U. Presenter: Jingzhou Pan; Tianjin U.

Visualizing the Landscape of Abusive Supervision: A Bibliometric Analysis

We conduct a bibliometric analysis of abusive supervision as a valuable supplement to prior quantitative and qualitative reviews. Our bibliometric review provides a systematic perspective by portraying the landscape and developmental trajectory of abusive supervision research over time both in Asia-Pacific region and other contexts. Based on the co-citation and co-occurrence analyses, we detect the landmark documents, major themes with multiple theories, the developmental trajectory, intellectual structure and research trends within the abusive supervision literature. We also find abusive supervision confronts with cultural adaptability and has different evolving trajectory in Asia-Pacific region. Thus we provide a quick and comprehensive understanding of what happens in abusive supervision area, how it evolves over time and where we are going in future according to the bibliometric review.

Activities of the district sanitary and epidemiological service of Moscow during the Great Patriotic War (1941-1945)

The analysis of data and publications concerning the activities of the sanitary and epidemiological service (SES) during The World War II has been made in the memory of the 75th anniversary of the historical Victory of the Soviet people in the Great Patriotic War. An expert and analytical study was performed. There was a report of the work of the state sanitary Inspection and Sanitary-epidemiological station of the Kirovsky district of Moscow in 1944. The effort of the sanitary service of the Kirovsky district in 1944 allowed performing the supervision on controlled objects by 162.3% and restored the house water pipes and sewers which were destroyed in the past winter; to improve the housing stock of the district; to renovate and provide equipment of the hostel, to improve the content of dormitories and eliminate lice, to open 4 new kindergartens and nursery toddlers ‘ groups and to improve the sanitary condition and maintenance of children’s institutions, to organize the summer improving children’s company, to repair schools, to improve nutrition in child care, to improve health of workers and the maintenance of industrial and municipal enterprises, to reduce the incidence of injuries at the leading industrial enterprises, to improve the working conditions of Junior enterprises, to reduce the number of occupational diseases and occupational injuries; to reduce the incidence of influenza, dysentery, diphtheria and malaria, to exceed the preventive vaccination plan ahead of time, to achieve almost complete (98.3%) hospitalization of epidemic patients, to organize connections with public health instructors, to exceed the work plans of all SES laboratories, to perform scientific and practical work. Conclusion. The work of the state sanitary Inspection and sanitary inspection Service of the Kirovsky district of Moscow in 1944 provided an appropriate level of sanitary conditions at enterprises, institutions and the territory of the district. Military difficulties and limited human resources did not affect on the use of the main forms of work of the service: preventive and routine sanitary supervision, laboratory and instrumental research methods, vaccination, public health education, and administrative measures.