2 research outputs found
Π€Π°ΡΠΌΠ°ΡΠ΅Π²ΡΠΈΡΠ½Π° ΠΎΠΏΡΠΊΠ° ΡΠΊ ΠΊΡΠ½ΡΠ΅Π²Π° ΠΌΠ΅ΡΠ° ΡΠΎΡΠΌΡΠ²Π°Π½Π½Ρ ΡΡΡΠ°ΡΠ½ΠΎΠ³ΠΎ ΠΏΡΠΎΠ²ΡΠ·ΠΎΡΠ°
Β Β Β Β The World Health Organization (WHO) has identified the current strategic direction of health care throughout the world as "Focus on the patient." Therefore, the pharmacist role in the healthcare system is changing - a pharmacist has a key role in public health.Β Β Β Β Β Β Β Β Pharmacist provides assistance to the patient and guarantees that assistance is designed correctly, effective among all the available options, is safe and right for this patient. Due to this the approaches to teaching students are changed significantly, it is necessary to create the clinical thinking in future pharmacists.Β Β Β Β Β Β Β Β The main objective in teaching pharmacotherapy and clinical pharmacy is training the pharmacist to have an adequate theoretical knowledge and practical skills to control the conduct of the most rational drug therapy in a concrete patient. Pharmacist must choose the appropriate therapy for a patient based on pharmacokinetics, pharmacodynamics, possible side effects and age, sex, presence of comorbidities of the patient.Β Β Β Β Β Β Β Β Practical sessions conducted directly in the clinic, include this organizational structure:The preparatory phase (organization and setting teaching purposes and motivations, control the output level of knowledge - tests, oral theoretical questions);The basic phase (formation of professional skills and knowledge to identify general principles of clinical pharmacy, work near a bed, definition of clinical syndromes, define treatment plan, analysis of the tests results, solving typical tasks and tests).The final phase β control of the the final level of knowledge and skills (solving atypical problems, writing prescriptions).We provided a special sense to the independent work of students on the preparation and wrote recommendation "The efficacy and safety protocol of medicines". Particular attention is paid to the following sections:medication and allergy history;pharmacotherapy;assessment of possible interactions of drugs;selecting assess the efficacy and safety of pharmacotherapy;daily logs of the dynamic control to the pharmacotherapy efficacy and safety.The important stage in the formation of clinical thinking in students is educational practice. During the practical training students should be familiar with the basics of deontology and the ethics of communication with pharmacies visitors; acquire skills of medicinal history collecting.Students are expected to acquire skills of choosing the optimal OTC medicine for a concrete patient and use to practice the algorithm of the distribution patients who need and do not need doctor consultation.Thus, an integrated approach to the teaching of pharmacotherapy, clinical pharmacy, practical training in clinical pharmacy, promotes the formation of clinical thinking in students.Β Π‘ΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π½ΠΎΠ΅ ΡΡΡΠ°ΡΠ΅Π³ΠΈΡΠ΅ΡΠΊΠΎΠ΅ Π½Π°ΠΏΡΠ°Π²Π»Π΅Π½ΠΈΠ΅ Β ΡΠ°Π·Π²ΠΈΡΠΈΡ ΠΠΠ Π² ΠΊΠΎΡΠ½Π΅ ΠΈΠ·ΠΌΠ΅Π½ΡΠ΅Ρ ΡΠΎΠ»Ρ ΠΏΡΠΎΠ²ΠΈΠ·ΠΎΡΠ° Π² ΡΠΈΡΡΠ΅ΠΌΠ΅ Π·Π΄ΡΠ°Π²ΠΎΠΎΡ
ΡΠ°Π½Π΅Π½ΠΈΡ. Π ΡΠ²ΡΠ·ΠΈ Ρ ΡΡΠΈΠΌ ΡΡΡΠ΅ΡΡΠ²Π΅Π½Π½ΡΡ
ΠΈΠ·ΠΌΠ΅Π½Π΅Π½ΠΈΠΉ ΠΏΡΠ΅ΡΠ΅ΡΠΏΠ΅Π²Π°ΡΡ ΠΏΠΎΠ΄Ρ
ΠΎΠ΄Ρ ΠΊ ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ ΡΡΡΠ΄Π΅Π½ΡΠΎΠ², Π²ΠΎΠ·Π½ΠΈΠΊΠ°Π΅Ρ ΠΎΡΡΡΠ°Ρ Π½Π΅ΠΎΠ±Ρ
ΠΎΠ΄ΠΈΠΌΠΎΡΡΡ Π² ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΠΈ Ρ Π±ΡΠ΄ΡΡΠΈΡ
ΠΏΡΠΎΠ²ΠΈΠ·ΠΎΡΠΎΠ² ΠΊΠ»ΠΈΠ½ΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΠΌΡΡΠ»Π΅Π½ΠΈΡ. Π ΠΏΡΠΎΡΠ΅ΡΡΠ΅ ΠΏΡΠ΅ΠΏΠΎΠ΄Π°Π²Π°Π½ΠΈΡ Π½Π΅ΠΎΠ±Ρ
ΠΎΠ΄ΠΈΠΌΠΎ Π·Π°ΠΊΡΠ΅ΠΏΠΈΡΡ ΠΈ ΡΠ³Π»ΡΠ±ΠΈΡΡ Π½Π°Π²ΡΠΊΠΈ ΡΠΈΡΡΠ΅ΠΌΠ½ΠΎΠ³ΠΎ Π°Π½Π°Π»ΠΈΠ·Π° ΠΌΠ΅Π΄ΠΈΠΊΠΎ-Π±ΠΈΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈΡ
ΡΠΈΡΡΠ°ΡΠΈΠΉ, ΠΊΠ»ΠΈΠ½ΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΠΌΡΡΠ»Π΅Π½ΠΈΡ, ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΠ΅ ΡΠΎΡΠΈΠ°Π»ΡΠ½ΠΎΠΉ ΠΈ ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠΉ ΠΌΠΎΠ±ΠΈΠ»ΡΠ½ΠΎΡΡΠΈ ΡΡΡΠ΄Π΅Π½ΡΠΎΠ². ΠΡΠΈΠΌΠ΅Π½Π΅Π½ΠΈΠ΅ ΠΊΠΎΠΌΠΏΠ»Π΅ΠΊΡΠ½ΠΎΠ³ΠΎ ΠΏΠΎΠ΄Ρ
ΠΎΠ΄Π° Π² ΠΏΡΠΎΡΠ΅ΡΡΠ΅ ΠΏΡΠ΅ΠΏΠΎΠ΄Π°Π²Π°Π½ΠΈΡ ΡΠ°ΡΠΌΠ°ΠΊΠΎΡΠ΅ΡΠ°ΠΏΠΈΠΈ ΠΈ ΠΊΠ»ΠΈΠ½ΠΈΡΠ΅ΡΠΊΠΎΠΉ ΡΠ°ΡΠΌΠ°ΡΠΈΠΈ, ΡΡΠ΅Π±Π½ΠΎΠΉ ΠΏΡΠ°ΠΊΡΠΈΠΊΠΈ ΠΏΠΎ ΠΊΠ»ΠΈΠ½ΠΈΡΠ΅ΡΠΊΠΎΠΉ ΡΠ°ΡΠΌΠ°ΡΠΈΠΈ ΠΏΡΠΈ ΡΠΎΡΠ΅ΡΠ°Π½ΠΈΠΈ Π°ΡΠ΄ΠΈΡΠΎΡΠ½ΠΎΠΉ ΡΠ°ΡΡΠΈ Ρ ΠΈΡΠΏΠΎΠ»ΡΠ·ΠΎΠ²Π°Π½ΠΈΠ΅ΠΌ ΠΈΠ½ΡΠ΅ΡΠ°ΠΊΡΠΈΠ²Π½ΡΡ
ΡΠΎΡΠΌ ΡΠΏΠΎΡΠΎΠ±ΡΡΠ²ΡΠ΅Ρ Π°ΠΊΡΡΠ°Π»ΠΈΠ·Π°ΡΠΈΠΈ ΡΠΈΡΡΠ΅ΠΌΠ½ΠΎΠ³ΠΎ Π°Π½Π°Π»ΠΈΠ·Π° ΠΌΠ΅Π΄ΠΈΠΊΠΎ-Π±ΠΈΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈΡ
ΡΠΈΡΡΠ°ΡΠΈΠΉ, ΠΊΠ»ΠΈΠ½ΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΠΌΡΡΠ»Π΅Π½ΠΈΡ ΠΈ ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΡ ΡΠΎΡΠΈΠ°Π»ΡΠ½ΠΎΠΉ ΠΈ ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠΉ ΠΌΠΎΠ±ΠΈΠ»ΡΠ½ΠΎΡΡΠΈ Ρ ΡΡΡΠ΄Π΅Π½ΡΠΎΠ².Β Π‘ΡΡΠ°ΡΠ½ΠΈΠΉ ΡΡΡΠ°ΡΠ΅Π³ΡΡΠ½ΠΈΠΉ Π½Π°ΠΏΡΡΠΌ ΡΠΎΠ·Π²ΠΈΡΠΊΡ ΠΠΠΠ Π΄ΠΎΠΊΠΎΡΡΠ½Π½ΠΎ Π·ΠΌΡΠ½ΡΡ ΡΠΎΠ»Ρ ΠΏΡΠΎΠ²ΡΠ·ΠΎΡΠ° Π² ΡΠΈΡΡΠ΅ΠΌΡ ΠΎΡ
ΠΎΡΠΎΠ½ΠΈ Π·Π΄ΠΎΡΠΎΠ²βΡ. Π£ Π·Π²βΡΠ·ΠΊΡ Π· ΡΠΈΠΌ ΡΡΡΠΎΡΠ½ΠΎ Π·ΠΌΡΠ½ΡΡΡΡΡΡ ΠΏΡΠ΄Ρ
ΠΎΠ΄ΠΈ Π΄ΠΎ Π½Π°Π²ΡΠ°Π½Π½Ρ ΡΡΡΠ΄Π΅Π½ΡΡΠ², Π²ΠΈΠ½ΠΈΠΊΠ°Ρ Π³ΠΎΡΡΡΠ° ΠΏΠΎΡΡΠ΅Π±Π° ΡΠΎΡΠΌΡΠ²Π°ΡΠΈ Ρ ΠΌΠ°ΠΉΠ±ΡΡΠ½ΡΡ
ΠΏΡΠΎΠ²ΡΠ·ΠΎΡΡΠ² ΠΊΠ»ΡΠ½ΡΡΠ½Π΅ ΠΌΠΈΡΠ»Π΅Π½Π½Ρ. Π£ ΠΏΡΠΎΡΠ΅ΡΡ Π²ΠΈΠΊΠ»Π°Π΄Π°Π½Π½Ρ Π½Π΅ΠΎΠ±Ρ
ΡΠ΄Π½ΠΎ Π·Π°ΠΊΡΡΠΏΠΈΡΠΈ ΡΠ° ΠΏΠΎΠ³Π»ΠΈΠ±ΠΈΡΠΈ Π½Π°Π²ΠΈΡΠΊΠΈ ΡΠΈΡΡΠ΅ΠΌΠ½ΠΎΠ³ΠΎ Π°Π½Π°Π»ΡΠ·Ρ ΠΌΠ΅Π΄ΠΈΠΊΠΎ-Π±ΡΠΎΠ»ΠΎΠ³ΡΡΠ½ΠΈΡ
ΡΠΈΡΡΠ°ΡΡΠΉ, ΠΊΠ»ΡΠ½ΡΡΠ½ΠΎΠ³ΠΎ ΠΌΠΈΡΠ»Π΅Π½Π½Ρ, Π²ΠΈΡ
ΠΎΠ²Π°Π½Π½Ρ ΡΠΎΡΡΠ°Π»ΡΠ½ΠΎΡ ΡΠ° ΠΏΡΠΎΡΠ΅ΡΡΠΉΠ½ΠΎΡ ΠΌΠΎΠ±ΡΠ»ΡΠ½ΠΎΡΡΡ ΡΡΡΠ΄Π΅Π½ΡΡΠ². ΠΠ°ΡΡΠΎΡΡΠ²Π°Π½Π½Ρ ΠΊΠΎΠΌΠΏΠ»Π΅ΠΊΡΠ½ΠΎΠ³ΠΎ ΠΏΡΠ΄Ρ
ΠΎΠ΄Ρ Ρ ΠΏΡΠΎΡΠ΅ΡΡ Π²ΠΈΠΊΠ»Π°Π΄Π°Π½Π½Ρ ΡΠ°ΡΠΌΠ°ΠΊΠΎΡΠ΅ΡΠ°ΠΏΡΡ ΡΠ° ΠΊΠ»ΡΠ½ΡΡΠ½ΠΎΡ ΡΠ°ΡΠΌΠ°ΡΡΡ, Π½Π°Π²ΡΠ°Π»ΡΠ½ΠΎΡ ΠΏΡΠ°ΠΊΡΠΈΠΊΠΈ ΡΠ· ΠΊΠ»ΡΠ½ΡΡΠ½ΠΎΡ ΡΠ°ΡΠΌΠ°ΡΡΡ ΠΏΡΠΈ ΠΏΠΎΡΠ΄Π½Π°Π½Π½Ρ Π°ΡΠ΄ΠΈΡΠΎΡΠ½ΠΎΡ ΡΠ°ΡΡΠΈΠ½ΠΈ Π· Π²ΠΈΠΊΠΎΡΠΈΡΡΠ°Π½Π½ΡΠΌ ΡΠ½ΡΠ΅ΡΠ°ΠΊΡΠΈΠ²Π½ΠΈΡ
ΡΠΎΡΠΌ ΡΠΏΡΠΈΡΡ Π°ΠΊΡΡΠ°Π»ΡΠ·Π°ΡΡΡ ΡΠΈΡΡΠ΅ΠΌΠ½ΠΎΠ³ΠΎ Π°Π½Π°Π»ΡΠ·Ρ ΠΌΠ΅Π΄ΠΈΠΊΠΎ-Π±ΡΠΎΠ»ΠΎΠ³ΡΡΠ½ΠΈΡ
ΡΠΈΡΡΠ°ΡΡΠΉ, ΠΊΠ»ΡΠ½ΡΡΠ½ΠΎΠ³ΠΎ ΠΌΠΈΡΠ»Π΅Π½Π½Ρ ΡΠ° ΡΠΎΡΠΌΡΠ²Π°Π½Π½Ρ ΡΠΎΡΡΠ°Π»ΡΠ½ΠΎΡ ΡΠ° ΠΏΡΠΎΡΠ΅ΡΡΠΎΠ½Π°Π»ΡΠ½ΠΎΡ ΠΌΠΎΠ±ΡΠ»ΡΠ½ΠΎΡΡΡ Ρ ΡΡΡΠ΄Π΅Π½ΡΡΠ²