THE DEVELOPMENT OF SCHOOLCHILDREN TECHNICAL EDUCATION IN THE TRANSITION TO A NEW TECHNOLOGICAL PARADIGM

Introduction. The transition to a new technological regime leads to social-economic and technological changes that require representation not only in the sphere of professional education but also in general school education. Processes of modernization of the content and curriculum of general education particularly acute become applicable in the subject area “Technology”, which is the basis for formation of technological culture of the graduates and successful development of their professional education. The aim of the publication is to justify the need for changes in the content and means of technological education in connection with the transition of society to a new technological structure, changing nature of work and basic production techniques. Methodology and research methods. The methodological basis of the study was the concept of substitution of technological regime and the concept of change of organizational cultures that determine the regularities of changes in the means and nature of work in society. The research methods involve the analysis of the current state of the system of technological education; problem statement and conceptualization; expert survey, generalization. Results and scientific novelty. The necessity of the content and means of technological education is proved. The mentioned above necessity defines the quality of future vocational training of students according to the changing requirements of labour market, the last achievements in the technical field and technologies; serves as a warranty of maintaining competitiveness of national economy in global scales of social-economic and technological development of world production. The common regularities of changes in technological education under the influence of change of technological regimes (industrial revolutions) are described. The essence of the contents and means of technological education is disclosed. The measures of such training implementation are proposed. Practical significance. The article can be used by researchers of technological education of students; authors of new approaches and modernization concept development of technological education content. Введение. Переход общества к новому технологическому укладу приводит к социально-экономическим и технологическим изменениям, требующим своего отражения в сфере не только профессионального, но и общего школьного образования. Процессы модернизации содержания и технологий обучения особенно остро протекают в предметной области «Технология», которая является основой для формирования технологической культуры выпускников школ и успешного прохождения ими дальнейшей профессиональной подготовки. Цель статьи – обосновать необходимость пересмотра содержания и выбора средств технологического образования в связи с формированием в обществе нового технологического уклада, изменением характера труда и базисных технологий производства. Методология и методики. Методологической основой исследования явились концепции смены технологических укладов и типов организационной культуры, определяющие закономерности разнонаправленных кардинальных перемен в обществе в целом и в жизни отдельно взятого человека. В процессе работы автором применялись такие методы, как анализ существующего состояния системы технологического образования; постановка и концептуализация проблемы модернизации технологического обучения школьников; экспертный опрос; обобщение. Результаты и научная новизна. Обоснованы потребность и неизбежность обновления содержания и средств технологического образования, которое определяет качество будущей профессиональной подготовки обучающихся в соответствии с меняющимися требованиями рынка труда, последними достижениями в области техники и технологий, служит гарантией сохранения конкурентоспособности экономики страны в глобальных масштабах социально-экономического и технологического развития мирового производства. Описаны закономерности изменений технологической подготовки под влиянием смены технологических укладов (промышленных революций). Раскрыта сущность отвечающих вызовам времени содержания и средств технологического обучения. Предложены меры реализации такого обучения. Практическая значимость. Материалы статьи могут быть использованы исследователями технологического образования школьников, авторами и разработчиками новых подходов и концепций модернизации содержания и технологий обучения в предметной области.

Association of mechanical bowel preparation with oral antibiotics and anastomotic leak following left sided colorectal resection:an international, multi-centre, prospective audit

Introduction: The optimal bowel preparation strategy to minimise the risk of anastomotic leak is yet to be determined. This study aimed to determine whether oral antibiotics combined with mechanical bowel preparation (MBP+Abx) was associated with a reduced risk of anastomotic leak when compared to mechanical bowel preparation alone (MBP) or no bowel preparation (NBP). Methods: A pre-planned analysis of the European Society of Coloproctology (ESCP) 2017 Left Sided Colorectal Resection audit was performed. Patients undergoing elective left sided colonic or rectal resection with primary anastomosis between 1 January 2017 and 15 March 2017 by any operative approach were included. The primary outcome measure was anastomotic leak. Results: Of 3676 patients across 343 centres in 47 countries, 618 (16.8%) received MBP+ABx, 1945 MBP (52.9%) and 1099 patients NBP (29.9%). Patients undergoing MBP+ABx had the lowest overall rate of anastomotic leak (6.1%, 9.2%, 8.7% respectively) in unadjusted analysis. After case-mix adjustment using a mixed-effects multivariable regression model, MBP+Abx was associated with a lower risk of anastomotic leak (OR 0.52, 0.30–0.92, P = 0.02) but MBP was not (OR 0.92, 0.63–1.36, P = 0.69) compared to NBP. Conclusion: This non-randomised study adds ‘real-world’, contemporaneous, and prospective evidence of the beneficial effects of combined mechanical bowel preparation and oral antibiotics in the prevention of anastomotic leak following left sided colorectal resection across diverse settings. We have also demonstrated limited uptake of this strategy in current international colorectal practice

Evaluating the incidence of pathological complete response in current international rectal cancer practice

The mainstay of management for locally advanced rectal cancer is chemoradiotherapy followed by surgical resection. Following chemoradiotherapy, a complete response may be detected clinically and radiologically (cCR) prior to surgery or pathologically after surgery (pCR). We aim to report the overall complete pathological response (pCR) rate and the reliability of detecting a cCR by conventional pre-operative imaging.A pre-planned analysis of the European Society of Coloproctology (ESCP) 2017 audit was performed. Patients treated by elective rectal resection were included. A pCR was defined as a ypT0 N0 EMVI negative primary tumour; a partial response represented any regression from baseline staging following chemoradiotherapy. The primary endpoint was the pCR rate. The secondary endpoint was agreement between post-treatment MRI restaging (yMRI) and final pathological staging.Of 2572 patients undergoing rectal cancer surgery in 277 participating centres across 44 countries, 673 (26.2%) underwent chemoradiotherapy and surgery. The pCR rate was 10.3% (67/649), with a partial response in 35.9% (233/649) patients. Comparison of AJCC stage determined by post-treatment yMRI with final pathology showed understaging in 13% (55/429) and overstaging in 34% (148/429). Agreement between yMRI and final pathology for T-stage, N-stage, or AJCC status were each graded as 'fair' only (n = 429, Kappa 0.25, 0.26 and 0.35 respectively).The reported pCR rate of 10% highlights the potential for non-operative management in selected cases. The limited strength of agreement between basic conventional post-chemoradiotherapy imaging assessment techniques and pathology suggest alternative markers of response should be considered, in the context of controlled clinical trials

THE DEVELOPMENT OF SCHOOLCHILDREN TECHNICAL EDUCATION IN THE TRANSITION TO A NEW TECHNOLOGICAL PARADIGM

Introduction. The transition to a new technological regime leads to social-economic and technological changes that require representation not only in the sphere of professional education but also in general school education. Processes of modernization of the content and curriculum of general education particularly acute become applicable in the subject area “Technology”, which is the basis for formation of technological culture of the graduates and successful development of their professional education.The aim of the publication is to justify the need for changes in the content and means of technological education in connection with the transition of society to a new technological structure, changing nature of work and basic production techniques.Methodology and research methods. The methodological basis of the study was the concept of substitution of technological regime and the concept of change of organizational cultures that determine the regularities of changes in the means and nature of work in society. The research methods involve the analysis of the current state of the system of technological education; problem statement and conceptualization; expert survey, generalization.Results and scientific novelty. The necessity of the content and means of technological education is proved. The mentioned above necessity defines the quality of future vocational training of students according to the changing requirements of labour market, the last achievements in the technical field and technologies; serves as a warranty of maintaining competitiveness of national economy in global scales of social-economic and technological development of world production. The common regularities of changes in technological education under the influence of change of technological regimes (industrial revolutions) are described. The essence of the contents and means of technological education is disclosed. The measures of such training implementation are proposed.Practical significance. The article can be used by researchers of technological education of students; authors of new approaches and modernization concept development of technological education content

THE DEVELOPMENT OF SCHOOLCHILDREN TECHNICAL EDUCATION IN THE TRANSITION TO A NEW TECHNOLOGICAL PARADIGM

Introduction. The transition to a new technological regime leads to social-economic and technological changes that require representation not only in the sphere of professional education but also in general school education. Processes of modernization of the content and curriculum of general education particularly acute become applicable in the subject area “Technology”, which is the basis for formation of technological culture of the graduates and successful development of their professional education. The aim of the publication is to justify the need for changes in the content and means of technological education in connection with the transition of society to a new technological structure, changing nature of work and basic production techniques. Methodology and research methods. The methodological basis of the study was the concept of substitution of technological regime and the concept of change of organizational cultures that determine the regularities of changes in the means and nature of work in society. The research methods involve the analysis of the current state of the system of technological education; problem statement and conceptualization; expert survey, generalization. Results and scientific novelty. The necessity of the content and means of technological education is proved. The mentioned above necessity defines the quality of future vocational training of students according to the changing requirements of labour market, the last achievements in the technical field and technologies; serves as a warranty of maintaining competitiveness of national economy in global scales of social-economic and technological development of world production. The common regularities of changes in technological education under the influence of change of technological regimes (industrial revolutions) are described. The essence of the contents and means of technological education is disclosed. The measures of such training implementation are proposed. Practical significance. The article can be used by researchers of technological education of students; authors of new approaches and modernization concept development of technological education content. Введение. Переход общества к новому технологическому укладу приводит к социально-экономическим и технологическим изменениям, требующим своего отражения в сфере не только профессионального, но и общего школьного образования. Процессы модернизации содержания и технологий обучения особенно остро протекают в предметной области «Технология», которая является основой для формирования технологической культуры выпускников школ и успешного прохождения ими дальнейшей профессиональной подготовки. Цель статьи – обосновать необходимость пересмотра содержания и выбора средств технологического образования в связи с формированием в обществе нового технологического уклада, изменением характера труда и базисных технологий производства. Методология и методики. Методологической основой исследования явились концепции смены технологических укладов и типов организационной культуры, определяющие закономерности разнонаправленных кардинальных перемен в обществе в целом и в жизни отдельно взятого человека. В процессе работы автором применялись такие методы, как анализ существующего состояния системы технологического образования; постановка и концептуализация проблемы модернизации технологического обучения школьников; экспертный опрос; обобщение. Результаты и научная новизна. Обоснованы потребность и неизбежность обновления содержания и средств технологического образования, которое определяет качество будущей профессиональной подготовки обучающихся в соответствии с меняющимися требованиями рынка труда, последними достижениями в области техники и технологий, служит гарантией сохранения конкурентоспособности экономики страны в глобальных масштабах социально-экономического и технологического развития мирового производства. Описаны закономерности изменений технологической подготовки под влиянием смены технологических укладов (промышленных революций). Раскрыта сущность отвечающих вызовам времени содержания и средств технологического обучения. Предложены меры реализации такого обучения. Практическая значимость. Материалы статьи могут быть использованы исследователями технологического образования школьников, авторами и разработчиками новых подходов и концепций модернизации содержания и технологий обучения в предметной области.

An international assessment of the adoption of enhanced recovery after surgery (ERAS®) principles across colorectal units in 2019–2020

Aim: The Enhanced Recovery After Surgery (ERAS®) Society guidelines aim to standardize perioperative care in colorectal surgery via 25 principles. We aimed to assess the variation in uptake of these principles across an international network of colorectal units. Method: An online survey was circulated amongst European Society of Coloproctology members in 2019–2020. For each ERAS principle, respondents were asked to score how frequently the principle was implemented in their hospital, from 1 (‘rarely’) to 4 (‘always’). Respondents were also asked to recall whether practice had changed since 2017. Subgroup analyses based on hospital characteristics were conducted. Results: Of hospitals approached, 58% responded to the survey (195/335), with 296 individual responses (multiple responses were received from some hospitals). The majority were European (163/195, 83.6%). Overall, respondents indicated they ‘most often’ or ‘always’ adhered to most individual ERAS principles (18/25, 72%). Variability in the uptake of principles was reported, with universal uptake of some principles (e.g., prophylactic antibiotics; early mobilization) and inconsistency from ‘rarely’ to ‘always’ in others (e.g., no nasogastric intubation; no preoperative fasting and carbohydrate drinks). In alignment with 2018 ERAS guideline updates, adherence to principles for prehabilitation, managing anaemia and postoperative nutrition appears to have increased since 2017. Conclusions: Uptake of ERAS principles varied across hospitals, and not all 25 principles were equally adhered to. Whilst some principles exhibited a high level of acceptance, others had a wide variability in uptake indicative of controversy or barriers to uptake. Further research into specific principles is required to improve ERAS implementation

An international assessment of the adoption of enhanced recovery after surgery (ERAS®) principles across colorectal units in 2019–2020

AimThe Enhanced Recovery After Surgery (ERAS®) Society guidelines aim to standardize perioperative care in colorectal surgery via 25 principles. We aimed to assess the variation in uptake of these principles across an international network of colorectal units.MethodAn online survey was circulated amongst European Society of Coloproctology members in 2019–2020. For each ERAS principle, respondents were asked to score how frequently the principle was implemented in their hospital, from 1 (‘rarely’) to 4 (‘always’). Respondents were also asked to recall whether practice had changed since 2017. Subgroup analyses based on hospital characteristics were conducted.ResultsOf hospitals approached, 58% responded to the survey (195/335), with 296 individual responses (multiple responses were received from some hospitals). The majority were European (163/195, 83.6%). Overall, respondents indicated they ‘most often’ or ‘always’ adhered to most individual ERAS principles (18/25, 72%). Variability in the uptake of principles was reported, with universal uptake of some principles (e.g., prophylactic antibiotics; early mobilization) and inconsistency from ‘rarely’ to ‘always’ in others (e.g., no nasogastric intubation; no preoperative fasting and carbohydrate drinks). In alignment with 2018 ERAS guideline updates, adherence to principles for prehabilitation, managing anaemia and postoperative nutrition appears to have increased since 2017.ConclusionsUptake of ERAS principles varied across hospitals, and not all 25 principles were equally adhered to. Whilst some principles exhibited a high level of acceptance, others had a wide variability in uptake indicative of controversy or barriers to uptake. Further research into specific principles is required to improve ERAS implementation.AimThe Enhanced Recovery After Surgery (ERAS®) Society guidelines aim to standardize perioperative care in colorectal surgery via 25 principles. We aimed to assess the variation in uptake of these principles across an international network of colorectal units.MethodAn online survey was circulated amongst European Society of Coloproctology members in 2019–2020. For each ERAS principle, respondents were asked to score how frequently the principle was implemented in their hospital, from 1 (‘rarely’) to 4 (‘always’). Respondents were also asked to recall whether practice had changed since 2017. Subgroup analyses based on hospital characteristics were conducted.ResultsOf hospitals approached, 58% responded to the survey (195/335), with 296 individual responses (multiple responses were received from some hospitals). The majority were European (163/195, 83.6%). Overall, respondents indicated they ‘most often’ or ‘always’ adhered to most individual ERAS principles (18/25, 72%). Variability in the uptake of principles was reported, with universal uptake of some principles (e.g., prophylactic antibiotics; early mobilization) and inconsistency from ‘rarely’ to ‘always’ in others (e.g., no nasogastric intubation; no preoperative fasting and carbohydrate drinks). In alignment with 2018 ERAS guideline updates, adherence to principles for prehabilitation, managing anaemia and postoperative nutrition appears to have increased since 2017.ConclusionsUptake of ERAS principles varied across hospitals, and not all 25 principles were equally adhered to. Whilst some principles exhibited a high level of acceptance, others had a wide variability in uptake indicative of controversy or barriers to uptake. Further research into specific principles is required to improve ERAS implementation.A

An international assessment of the adoption of enhanced recovery after surgery (ERAS®) principles across colorectal units in 2019–2020

Aim: The Enhanced Recovery After Surgery (ERAS®) Society guidelines aim to standardize perioperative care in colorectal surgery via 25 principles. We aimed to assess the variation in uptake of these principles across an international network of colorectal units. Method: An online survey was circulated amongst European Society of Coloproctology members in 2019–2020. For each ERAS principle, respondents were asked to score how frequently the principle was implemented in their hospital, from 1 (‘rarely’) to 4 (‘always’). Respondents were also asked to recall whether practice had changed since 2017. Subgroup analyses based on hospital characteristics were conducted. Results: Of hospitals approached, 58% responded to the survey (195/335), with 296 individual responses (multiple responses were received from some hospitals). The majority were European (163/195, 83.6%). Overall, respondents indicated they ‘most often’ or ‘always’ adhered to most individual ERAS principles (18/25, 72%). Variability in the uptake of principles was reported, with universal uptake of some principles (e.g., prophylactic antibiotics; early mobilization) and inconsistency from ‘rarely’ to ‘always’ in others (e.g., no nasogastric intubation; no preoperative fasting and carbohydrate drinks). In alignment with 2018 ERAS guideline updates, adherence to principles for prehabilitation, managing anaemia and postoperative nutrition appears to have increased since 2017. Conclusions: Uptake of ERAS principles varied across hospitals, and not all 25 principles were equally adhered to. Whilst some principles exhibited a high level of acceptance, others had a wide variability in uptake indicative of controversy or barriers to uptake. Further research into specific principles is required to improve ERAS implementation