Influence of psychophysiological features of the 3-d course students on their training at the department of pathological physiology SE "DMA".

The article presents the results of the individual psychophysiological features analysis of the 3-d course students of the Dentistry Faculty, who have completed studying pathological physiology. The obtained data were compared with the results of the complex exam and the results of the licensing exam STEP-1. As a result, it was found that the psychophysiological indicators of students affect on learning performance. The main psychological differences between successful and unsuccessful students are in the intellectual and emotional-will spheres. Therefore, conducting psychophysiological testing among students and familiarizing them with the results obtained makes it possible for future doctors to take into account their personal and psychophysiological characteristics not only during the training period, but also in their professional activities. Such information, on the one hand, may induce many students to work on themselves, and on the other - not to fall into illusions. Further research in this direction and carrying out correlations of the obtained results will allow to find and eliminate the causes of unsatisfactory students’ studying. Work in this direction will contribute to the development of fundamentally new teaching methods in accordance with the requirements of time and scientific-technical progress

Influence of psychophysiological features of the 3-d course students on their training at the department of pathological physiology SE "DMA".

The article presents the results of the individual psychophysiological features analysis of the 3-d course students of the Dentistry Faculty, who have completed studying pathological physiology. The obtained data were compared with the results of the complex exam and the results of the licensing exam STEP-1. As a result, it was found that the psychophysiological indicators of students affect on learning performance. The main psychological differences between successful and unsuccessful students are in the intellectual and emotional-will spheres. Therefore, conducting psychophysiological testing among students and familiarizing them with the results obtained makes it possible for future doctors to take into account their personal and psychophysiological characteristics not only during the training period, but also in their professional activities. Such information, on the one hand, may induce many students to work on themselves, and on the other - not to fall into illusions. Further research in this direction and carrying out correlations of the obtained results will allow to find and eliminate the causes of unsatisfactory students’ studying. Work in this direction will contribute to the development of fundamentally new teaching methods in accordance with the requirements of time and scientific-technical progress

Impact of a Prison Therapeutic Diversion Unit on Mental and Behavioral Health Outcomes

Introduction: Incarcerated individuals with mental health disorders are disproportionally sent to restrictive housing (i.e., solitary confinement), which is known to have deleterious impacts on mental health. In response, North Carolina's prison system developed Therapeutic Diversion Units, treatment-oriented units for incarcerated individuals with high mental health needs who cycle in and out of restrictive housing. This analysis compares the impact of restrictive housing and Therapeutic Diversion Units on infractions, mental health, and self-harm among incarcerated individuals. Methods: Data were 2016–2019 incarceration records from North Carolina prisons. Outcomes were rates of infractions, inpatient mental health admissions, and self-harm in restrictive housing and Therapeutic Diversion Units. Inverse probability of treatment weights was used to adjust for confounding, and Poisson regression with generalized estimating equations was used to estimate adjusted rate ratios. Analyses were conducted between January and December 2020. Results: The analytic sample was 3,480 people, of whom 463 enrolled in a Therapeutic Diversion Unit. Compared with Therapeutic Diversion Unit rates, the rate of infractions was 3 times as high in restrictive housing (adjusted rate ratio=2.99, 95% CI=2.31, 3.87), the inpatient mental health admissions rate was 3.5 times as high (adjusted rate ratio=3.57, 95% CI=1.97, 6.46), and the self-injury incident rate was 3.5 times as high (adjusted rate ratio=3.46, 95% CI=2.11, 5.69). Conclusions: Therapeutic Diversion Unit use had strong impacts on infractions, mental health, and self-harm. Therapeutic Diversion Units provide a promising alternative to restrictive housing for individuals with mental health disorders

ОЦІНКА СТУДЕНТАМИ ЕФЕКТИВНОСТІ САМОСТІЙНОЇ РОБОТИ ПРИ ВИВЧЕННІ ГІГІЄНІЧНИХ ДИСЦИПЛІН

The aim of the work – to analyze the attitude of students of the institution of higher medical education to the independent study of a certain part of the educational material at the Department of Hygiene and Ecology. The main body. Recent reforms in higher medical education which initiated a dramatic increase in hours for self-training students at higher education institutions gradually begin to be perceived by the student community. The results of the questionnaires of students of the higher medical institution – the students of secondary and post-graduate students are considered. The obtained data testify to a gradual change in the attitude of contemporary students to the need for self-mastering of a part of professional knowledge as a traditional component of the educational process. Most of the polled second-year students, both Ukrainians and foreign English-speaking, are self-employed not less than 50 % and 40 % of the time, respectively. Conclusions. Independent work of students in medical institutions of higher education is not only a way of obtaining specific professional knowledge, but also to a greater extent, an indicator of the readiness of the future doctor for continuous professional growth, a sense of social and corporate responsibility, the ability to make decisions in complex life and work situations. Analysis of the data of questioning of students of different courses about their relation to independent non-auditing work showed that these features are more inherent in a new generation of both domestic and foreign English-speaking students.Мета роботи – проаналізувати ставлення студентів закладу вищої медичної освіти до самостійного вивчення певної частини навчального матеріалу на кафедрі гігієни та екології. Основна частина. Останні реформи вищої медичної освіти, що започаткували кардинальне збільшення годин для самостійної підготовки студентів закладів вищої освіти, починають потроху усвідомлюватися студентською громадою. Розглянуто результати анкетування студентів вищого медичного закладу – другокурсників та випускників. Отримані дані свідчать про поступову зміну ставлення сучасних студентів до необхідності самостійного опанування частини професійних знань як традиційної складової навчального процесу. Більшість опитаних студентів-другокурсників, як вітчизняних, так і іноземних англомовних, ­готові займа­тися самостійно не менше 50 % та 40 % часу відповідно. Висновки. Самостійна робота студентів у медичних закладах вищої освіти є не тільки способом отримання специфічних професійних знань, але й, більшою мірою, індикатором готовності майбутнього лікаря до безперервного професійного зростання, відчуття соціальної та корпоративної відповідальності, вміння самостійно приймати рішення у складних життєвих та виробничих випадках. Аналіз даних анкетування студентів різних курсів про їх ставлення до самостійної позааудиторної роботи показав, що ці риси більш притаманні новій генерації як вітчизняних, так і іноземних англомовних студентів

Improving health-related quality of life and reducing suicide in primary care: Can social problem–solving abilities help?

Problem-solving deficits and poor health–related quality of life are associated with suicide risk; yet, little is known about the interrelations between these variables. In 220 primary care patients, we examined the potential mediating role of physical and mental health–related quality of life on the relation between social problem–solving ability and suicidal behavior. Participants completed the Suicidal Behaviors Questionnaire-Revised, Social Problem Solving Inventory-Revised, and Short-Form 36 Health Survey. Utilizing bootstrapped mediation, our hypotheses were partially supported; mediating effects were found for mental health–related quality of life on the relation between social problem-solving and suicidal behavior. Physical health–related quality of life was not a significant mediator. Greater social problem–solving ability is associated with better mental health–related quality of life and, in turn, to less suicidal behavior. Interventions promoting social problem–solving ability may increase quality of life and reduce suicide risk in primary care patients

Influence of Psychophysiological Features of the 3-d Course Students on Their Training at the Department of Pathological Physiology SE "DMA".

The article presents the results of the individual psychophysiological features analysis of the 3-d course students of the Dentistry Faculty, who have completed studying pathological physiology. The obtained data were compared with the results of the complex exam and the results of the licensing exam STEP-1. As a result, it was found that the psychophysiological indicators of students affect on learning performance. The main psychological differences between successful and unsuccessful students are in the intellectual and emotional-will spheres. Therefore, conducting psychophysiological testing among students and familiarizing them with the results obtained makes it possible for future doctors to take into account their personal and psychophysiological characteristics not only during the training period, but also in their professional activities. Such information, on the one hand, may induce many students to work on themselves, and on the other - not to fall into illusions. Further research in this direction and carrying out correlations of the obtained results will allow to find and eliminate the causes of unsatisfactory students' studying. Work in this direction will contribute to the development of fundamentally new teaching methods in accordance with the requirements of time and scientific-technical progress

Teachers’ collective and self-efficacy as reform agents:One teacher discusses her place in reforming literacy instruction

In this chapter, the concepts of individual and collective self-efficacy are drawn on to consider how teachers are positioned within literacy curriculum reform processes in the current education context, where accountability and standardization are key drivers in what is framed as “quality” education. The authors provide an example of how a teacher’s self-efficacy and that of the collective is dynamic and circumstances can be challenged as such in curriculum reform. Top-down curriculum reform with prescribed standards and achievement levels leaves little self-determination for teachers as professionals and their self-efficacy and that of their collective often declines. Conversely, bottom-up, localized curriculum decision-making promotes a sense of professional agency and self-efficacy in educators thrives. This case study examines how a teacher demonstrates high levels of self-efficacy about both herself as an individual and the teacher collective within her school that was in the process of implementing a reform to school-based English curriculum