European experts consensus: BRCA/homologous recombination deficiency testing in first-line ovarian cancer

Background: Homologous recombination repair (HRR) enables fault-free repair of double-stranded DNA breaks. HRR deficiency is predicted to occur in around half of high-grade serous ovarian carcinomas. Ovarian cancers harbouring HRR deficiency typically exhibit sensitivity to poly-ADP ribose polymerase inhibitors (PARPi). Current guidelines recommend a range of approaches for genetic testing to identify predictors of sensitivity to PARPi in ovarian cancer and to identify genetic predisposition. Design: To establish a European-wide consensus for genetic testing (including the genetic care pathway), decision making and clinical management of patients with recently diagnosed advanced ovarian cancer, and the validity of biomarkers to predict the effectiveness of PARPi in the first-line setting. The collaborative European experts’ consensus group consisted of a steering committee (n = 14) and contributors (n = 84). A (modified) Delphi process was used to establish consensus statements based on a systematic literature search, conducted according to the Preferred Reporting Items for Systematic Reviews and Meta-analyses guidelines. Results: A consensus was reached on 34 statements amongst 98 caregivers (including oncologists, pathologists, clinical geneticists, genetic researchers, and patient advocates). The statements concentrated on (i) the value of testing for BRCA1/2 mutations and HRR deficiency testing, including when and whom to test; (ii) the importance of developing new and better HRR deficiency tests; (iii) the importance of germline non-BRCA HRR and mismatch repair gene mutations for predicting familial risk, but not for predicting sensitivity to PARPi, in the first-line setting; (iv) who should be able to inform patients about genetic testing, and what training and education should these caregivers receive. Conclusion: These consensus recommendations, from a multidisciplinary panel of experts from across Europe, provide clear guidance on the use of BRCA and HRR deficiency testing for recently diagnosed patients with advanced ovarian cancer

Pedagogical communication as a factor of interaction between a teacher and a student at the department of oncology, Ivano-Frankivsk national medical university

статті аналізуються особливості та функції педагогічного спілкування, висвітлюються проблеми соціально-психологічної взаємодії між викладачем та студентами, розглядається специфіка етикету як основного чинника педагогічного спілкування. Педагогічне спілкування – це професійне спілкування викладача зі студентами на занятті і поза ним, спрямоване на створення сприятливого психологічного клімату; В статье анализируются особенности и функции педагогического общения, освещаются проблемы социально-психологического взаимодействия между преподавателем и студентами, рассматривается специфика этикета как основного фактора педагогического общения. Педагогическое общение – это профессиональное общение преподавателя со студентами на занятии и вне его, направленное на создание благоприятного психологического климата; The peculiarities and functions of pedagogical communication are analyzed in this article, the problems of socio-psychological interaction between a teacher rand students are lightened, and the characteristic of verbal portrait of a teacher is given. Besides, the specific of etiquette as the main agent of pedagogical communication is surveyed. Pedagogical communication is the professional communication of pedagogue with all the participants of educational and upbringing process which is directed on the creation of optimal conditions for the achievement of aim and tasks of upbringing and training. Pedagogical communication – a system of sociopsychological interaction between the teacher and the student, aimed at creating optimal socio-psychological conditions for joint activities. It provides the transfer through the teacher to students of human culture, assists in the learning of knowledge, promotes the formation of value orientations in the exchange of ideas. In contrast, unprofessional pedagogical communication generates fear, uncertainty, reduces performance, disturbs the speech dynamics, unwillingness to think and act independently, alienation, a stable negative attitude towards the teacher, learning. That’s why constant interaction of a teacher and students is one of the important aspects of life in higher educational institution. Personal growing, spiritual and creative enrichment of both sides which are the important elements of heredity of generations takes place in the process of this interaction. In frames of this process the main role belongs to the teacher, whose functions have specific qualities and features and personal psychological characteristics are able to influence as on the educational and upbringing process in general, as on the personal development of every student. Pedagogical communication as a personal and ethic phenomena demands from the teacher special preparation not only concerning the technology of interaction, but moral experience, pedagogical wisdom in organization of interrelations with students, parents, colleagues in different spheres of educational and upbringing process too. Besides, professional pedagogical communication supposes its high culture, which proves the ability of pedagogue to realize his skills in communication with other people, ability to perceive, to understand, to gain and to pass the content of the thoughts, feelings and desires in the process of education and upbringing. Professional peculiarities of verbal activity of a teacher are in its organizing independence from the conditions of pedagogical communication, in selecting of verbal measures according to the necessities and tasks of interaction of a teacher with students and their behaviour. Pedagogical communication helps a teacher to organize interaction during classes. Not limiting only by the informational function, it creates conditions for exchanging by attitudes and troubles, it helps the assertion of students in the group and provides cooperation in auditory. The pedagogical effectiveness of the teacher’s speech depends on the level of language fluency, the correct choice of language means, and the culture of language. Its important characteristics are content, logic, accuracy, clarity, conciseness, simplicity and emotional expressiveness, imagery, color fulness of speech. So, due to the effective pedagogical communication the favourable atmosphere for positive changes of a personality of a teacher, for the development of personality of a student and gaining knowledge and skills necessary for future specialists are created. Consequently, the culture of pedagogical communication is primarily the general norms of communication, which are determined by the nature of the social system and are based on the achievements of the past and modern