Experience of Social Interaction of a Future Specialist as a Unified Basis for Continuous Education

The implementation of the competency-based approach in a multi-level education system has posed the problem of continuity of its levels. The search for common grounds in choosing the content and results of education has intensified. The scientific interest in the student’s experience has grown, as the basic basis for the formation of competencies. Experience is an extremely general category in the scientific apparatus of many sciences, such as philosophy, sociology, psychology, pedagogy, and understanding of its essential properties determines the choice of the content of education. Increasingly, the experience of human behavior in a changing society is becoming the subject of research by educators. Educational standards for training specialists in the sociogenic sphere contain a capacious block of social competencies formed in the educational process at the meta-subject and subject levels. The difficulty of ensuring the systemic integrity of the content of education, which includes individual, disparate elements of activity reflected in the social competencies of a future specialist, determines the theoretical and experimental search for an effective educational construct that maximally covers the content of these competencies and the ways of its formation. The genesis of the concept of social interaction indicates the progressive movement of scientific ideas from a socially insignificant and little studied phenomenon to its dominant role in the formation and development of social reality. In most psychological and pedagogical concepts, experience is considered as a passive result of activity, which determines its static structure. The dynamic structure of the experience of social interaction is formed by the value-semantic, thought-activity and expressive-activity components. Subjectivity, co-existence, and reflexivity are proposed as the through lines of its enrichment for all levels of education. The results of the study can serve as a theoretical basis for designing the enrichment of the experience of social interaction of students at different levels of education

Experience of Social Interaction of a Future Specialist as a Unified Basis for Continuous Education

The implementation of the competency-based approach in a multi-level education system has posed the problem of continuity of its levels. The search for common grounds in choosing the content and results of education has intensified. The scientific interest in the student’s experience has grown, as the basic basis for the formation of competencies. Experience is an extremely general category in the scientific apparatus of many sciences, such as philosophy, sociology, psychology, pedagogy, and understanding of its essential properties determines the choice of the content of education. Increasingly, the experience of human behavior in a changing society is becoming the subject of research by educators. Educational standards for training specialists in the sociogenic sphere contain a capacious block of social competencies formed in the educational process at the meta-subject and subject levels. The difficulty of ensuring the systemic integrity of the content of education, which includes individual, disparate elements of activity reflected in the social competencies of a future specialist, determines the theoretical and experimental search for an effective educational construct that maximally covers the content of these competencies and the ways of its formation. The genesis of the concept of social interaction indicates the progressive movement of scientific ideas from a socially insignificant and little studied phenomenon to its dominant role in the formation and development of social reality. In most psychological and pedagogical concepts, experience is considered as a passive result of activity, which determines its static structure. The dynamic structure of the experience of social interaction is formed by the value-semantic, thought-activity and expressive-activity components. Subjectivity, co-existence, and reflexivity are proposed as the through lines of its enrichment for all levels of education. The results of the study can serve as a theoretical basis for designing the enrichment of the experience of social interaction of students at different levels of education.La implementación del enfoque basado en competencias en un sistema educativo multinivel tiene el problema de la continuidad de sus niveles. La búsqueda de un terreno común para elegir el contenido y los resultados de la educación se ha intensificado. El interés científico en la experiencia del alumno ha crecido como base básica para la formación de competencias. La experiencia es una categoría extremadamente general en el aparato científico de muchas ciencias, como la filosofía, la sociología, la psicología, la pedagogía y la comprensión de sus propiedades esenciales que determinan la elección del contenido educativo. Cada vez más, la experiencia del comportamiento humano en una sociedad cambiante se está convirtiendo en objeto de investigación por parte de los educadores. Las normas educativas para la formación de especialistas en el campo sociogénico contienen un bloque de capacidades sociales formadas en el proceso educativo a nivel meta-sujeto y sujeto. La dificultad de garantizar la integridad sistemática del contenido educativo, que incluye elementos individuales y dispares de actividad reflejados en las competencias sociales de un futuro especialista, determina la búsqueda teórica y experimental de una construcción educativa efectiva que cubra al máximo el contenido de estas competencias. y las formas de su formación. La génesis del concepto de interacción social indica el movimiento progresivo de ideas científicas de un fenómeno socialmente insignificante y poco estudiado a su papel dominante en la formación y desarrollo de la realidad social. En la mayoría de los conceptos psicológicos y pedagógicos, la experiencia se considera un resultado pasivo de la actividad, que determina su estructura estática. La estructura dinámica de la experiencia de interacción social está formada por los componentes de valor semántico, actividad de pensamiento y actividad expresiva. La subjetividad, la coexistencia y la reflexividad se proponen como líneas de enriquecimiento para todos los niveles de la educación. Los resultados del estudio pueden servir como base teórica para diseñar el enriquecimiento de la experiencia de interacción social de los estudiantes en diferentes niveles de educación

Ofatumumab versus Teriflunomide in Multiple Sclerosis

BACKGROUND: Ofatumumab, a subcutaneous anti-CD20 monoclonal antibody, selectively depletes B cells. Teriflunomide, an oral inhibitor of pyrimidine synthesis, reduces T-cell and B-cell activation. The relative effects of these two drugs in patients with multiple sclerosis are not known. METHODS: In two double-blind, double-dummy, phase 3 trials, we randomly assigned patients with relapsing multiple sclerosis to receive subcutaneous ofatumumab (20 mg every 4 weeks after 20-mg loading doses at days 1, 7, and 14) or oral teriflunomide (14 mg daily) for up to 30 months. The primary end point was the annualized relapse rate. Secondary end points included disability worsening confirmed at 3 months or 6 months, disability improvement confirmed at 6 months, the number of gadolinium-enhancing lesions per T1-weighted magnetic resonance imaging (MRI) scan, the annualized rate of new or enlarging lesions on T2-weighted MRI, serum neurofilament light chain levels at month 3, and change in brain volume. RESULTS: Overall, 946 patients were assigned to receive ofatumumab and 936 to receive teriflunomide; the median follow-up was 1.6 years. The annualized relapse rates in the ofatumumab and teriflunomide groups were 0.11 and 0.22, respectively, in trial 1 (difference, -0.11; 95% confidence interval [CI], -0.16 to -0.06; P<0.001) and 0.10 and 0.25 in trial 2 (difference, -0.15; 95% CI, -0.20 to -0.09; P<0.001). In the pooled trials, the percentage of patients with disability worsening confirmed at 3 months was 10.9% with ofatumumab and 15.0% with teriflunomide (hazard ratio, 0.66; P = 0.002); the percentage with disability worsening confirmed at 6 months was 8.1% and 12.0%, respectively (hazard ratio, 0.68; P = 0.01); and the percentage with disability improvement confirmed at 6 months was 11.0% and 8.1% (hazard ratio, 1.35; P = 0.09). The number of gadolinium-enhancing lesions per T1-weighted MRI scan, the annualized rate of lesions on T2-weighted MRI, and serum neurofilament light chain levels, but not the change in brain volume, were in the same direction as the primary end point. Injection-related reactions occurred in 20.2% in the ofatumumab group and in 15.0% in the teriflunomide group (placebo injections). Serious infections occurred in 2.5% and 1.8% of the patients in the respective groups. CONCLUSIONS: Among patients with multiple sclerosis, ofatumumab was associated with lower annualized relapse rates than teriflunomide. (Funded by Novartis; ASCLEPIOS I and II ClinicalTrials.gov numbers, NCT02792218 and NCT02792231.)