Bringing the Heart and Soul Back to Medicine: The Doctor as a Humanist Project

The more technical the teaching of medicine is, the more necessary the humanistic side becomes; medicine is at the crossroads between Science and the humanities; an uncertain science, perhaps. This Pop-Up event will have two sections. First, a short video recorded at the 2nd The Doctor as a Humanist symposium (Moscow, April 2019) will show what we are doing to bring back the humanities to medical education; to ask “why” the humanities are so important, and “how” we can reintroduce them to medical education. Second, we wish to debate these topics to raise interest and extend our community

Vállt vállnak vetve – gyerekek a gyermekkorról

A 2018-ban megkezdett empirikus kutatásunk a 4–5 éves korosztály gyermekképének feltárását és nyelvi tudatosságának mélyebb megértését tűzte ki célul orosz és magyar gyermekek asszociációinak összehasonlító, interdiszciplináris vizsgálatával. A kutatás alapvetően a pszicholingvisztika és a koragyermekkor-kutatás határterületén vizsgálódik, mind módszertanilag, mind az elméleti háttér tekintetében a két diszciplína szoros együttműködésével valósul meg. Módszertanunkat a shoulder-to-shoulder (vállt vállnak vetve) (Griffin et al., 2014) és a szóasszociációs módszer felhasználásával alakítottuk ki, az elméleti háttérnél pedig a Moszkvai Pszicholingvisztikai Iskola valamint a Gyermekkor mint konstrukció paradigma tekinthető kiindulási pontnak. A kutatást egy párhuzamosan Moszkvában és Budapesten dolgozó kutatócsoport végzi, mely a 4–5 éves korosztályt követően már megkezdte a 10–12 évesek körében végzett felmérést is. A munkát az Orosz Alapkutatások Alapja (RFFI) támogatja. Jelen tanulmányunkban a kutatás módszertanára fókuszálunk

Языковой образ мира детей дошкольного возраста: кросскультурное русско- венгерское сопоставительное исследование на основе словесных ассоциаций

This psycholinguistic-pedagogical interdisciplinary research investigates 4- to 5-year-old Russian and Hungarian preschool children’s linguistic image of the world. Applying the word association method, kindergarteners (N=100 in both countries) were asked to freely associate from 10 word-stimuli, then the results were contrasted. The research shed light on a similar perception of a family; of a friend; on the effects of globalization (Lego, Trudi, tablet); and on lacunas (devil and angel). Данное российско-венгерское кросскультурное междисциплинарное исследование посвящено изучению языкового образа мира или языкового сознания детей дошкольного возраста от 4 до 5 лет. С целью выявить сходства и различия в восприятии мира детьми авторы применили метод словесных ассоциаций. Были отобраны 10 слов-стимулов, на которые в ходе свободного ассоциативного эксперимента были получены реакции от респондентов исследуемой группы (N = 100 в каждой стране). Слова- стимулы отобраны таким образом, чтобы они обозначали понятия из ближайшего социального, материального и духовного окружения ребенка дошкольного возраста. Результаты, сгруппированные в частотные списки, сопоставили как фрагменты языкового сознания носителей венгерского и русского языков. Полученные данные позволяют установить, прежде всего, универсальные характеристики русского и венгерского языкового сознания в раннем детстве: например, схожим оказалось восприятие семьи, друга, ребенка. Исследование показало, что как российские, так и венгерские дети ассоциируют семью в первую очередь с матерью, а затем с отцом. И в том и в другом сознании семья характеризуется ассоциатами добрый, хороший, любовь. Друг описывается прилагательными добрый, хороший, а основные действия, ассоциируемые с другом, – любить и играть. В обеих группах ребенок описывается как маленькое, хорошее и доброе существо, а основными словесными ассоциациями на данный стимул являются: малыш, мама, расти и любить. В восприятии 10 исследованных понятий выявлены и расхождения, отчасти как результат различий лингвокультурного фона респондентов (например, ассоциативные поля слов-стимулов: дьявол и ангел), а отчасти как следствие языковой лакунарности, например játék (игра / игрушка). На материале венгерских и русских параллельных слов-стимулов авторы также описывают феномен лакунарного парадокса. Например, слово дом (которое в венгерском языке означает здание и жилище, квартира одновременно); венгерское слово játék, которое в русском языке имеет значения «игрушка» и «игра»; или ördög (дьявол), что может переводиться как дьявол, чёрт, бес или сатана. Результаты продемонстрировали эффекты глобализации в обеих культурах, о чем свидетельствует присутствие в ассоциативных полях названий международных торговых марок (Lego) и объектов современных технологий (планшеты). Кроме того, исследование позволило выявить типичные занятия дошкольников, отраженные в их языковом образе мира: например, прятки, метки, игры с динозаврами, пони, игры с куклами и рисование. В заключение следует отметить, что сочетание психолингвистических и педагогических подходов оказалось эффективным способом изучения языкового сознания дошкольников, в частности представлений о социальном, материальном и духовном окружении, имеющем наиболее важное значение для русских и венгерских детей исследуемой возрастной группы

Medical Humanities: Education and Practice

Background: “The future of medicine depends on finding the way to (re)introduce the humanities to the core of medical education”. * The further we move into the 21st century the more important this statement becomes, with more medical educators around the world seeing how critical it is to balance the tremendous advances of scientific medicine, with the humanities and their values. The main aim of this workshop is to explore how this (re)introduction can be made(1). Who Should Attend? All interested in Medical Humanities. Structure of Workshop: The workshop is divided into two sections: the first, Education, looks at the birth of a project, The Doctor as a Humanist, and its progress. We explain our journey from the first symposium in 2017, to a new online course dedicated to introducing the medical humanities to students around the world, and our recent second symposium held in Moscow. We will discuss the aims and ideals of this new and exciting project. The second section, Practice, will explore in small groups how arts and humanities can be integrated into vocational and science curricula through the use of the following three case studies: 1) Art in Anatomy - a current project using body painting and ‘alternative’ artistic methods on teaching and learning anatomy amongst science students, 2) Poems for Doctors - a current online project using poetry to promote conversation amongst medical students and doctors about challenging topics, and 3) Films in Medical Education - a past project where films were coupled with expert-led discussions to discuss medical topics. The main goals of the workshop will be to allow the participants to learn about new medical humanities projects (The Doctor as a Humanist), and interactively discuss the impact of these in their own institutions. Intended Outcomes: Based on the above discussions the participants will be able to initiate similar activities at their institutions, develop their own projects or join the projects presented and truly make them International, Interdisciplinary and Intergenerational. *Reference: McFarland, Markovina, Gibbs, 201

Язык, сознание и культура: некоторые предложения для дальнейшего развития Московской школы психолингвистики

The Moscow school of psycholinguistics offers an applied, NeoHumboldtian and Vygotskyian approach to the problem of how language consolidates the cognitive and cultural experience of a community. The Moscow school of psycholinguistics places a great emphasis on culture as a source of conceptualizing experience through cognitive structures such as word associations. It uses natural language semantics as a cognitive approach to meaning and shows how cognition is structured. Traditionally, the Moscow school has perceived the problem of intercultural communication to lie in the systemic and symbolic association of words which are inherent in the local culture. Over the last few decades, Russian psycholinguists have tried to tease apart what they understand to be the cultural specificity of language consciousness by analysing cross-linguistic data from free association experiments. The ultimate objective with this research is to map cross-cultural ontologies with a view to facilitating intercultural communication, but also as a means of appreciating more fully other cultures. With the ongoing trend of globalisation, cultural fluidity and the beckoning opportunities that Big Data analytics will surely provide, it is perhaps time to pause to reconsider future avenues of research within the exciting research paradigm of cultural semantics. It is also an opportunity to reconfigure some of the terminology such as linguistic ‘worldview’ which should be understood not as a fixed conception of the world which envelops the thinking subject, but more as a continually evolving ‘cultural mindset’ that articulates different perceptions of the world. As more linguists question generative theories of language, interest in cultural semantics is expected to accelerate and might embrace the semantic association tools that the Moscow school has developed. This article makes a few tentative suggestions as to how the Moscow school could refashion the renewed interest in cultural lexical associations and its related findings on pragmatically conditioned meanings. By engaging with ethnographic data, speech acts and by developing more of an ethnopragmatic approach that examines the diversity of speech practices and shows how both syntax and morphology encode grammar, the Moscow school should be well positioned to continue to reap the dividends of the recent interest in the language culture interface. As ethnography begins to team up with the use of digital data and Smartphone dictionary apps., our resources should become at some point in the future far more comprehensive than they ever have been before. Attempts to disentangle the language, culture, consciousness nexus from lexical associations based on Big Data analytics might be one of the beneficiaries of these developments

Medical Humanities: Education and Practice

Background: “The future of medicine depends on finding the way to (re)introduce the humanities to the core of medical education”. * The further we move into the 21st century the more important this statement becomes, with more medical educators around the world seeing how critical it is to balance the tremendous advances of scientific medicine, with the humanities and their values. The main aim of this workshop is to explore how this (re)introduction can be made(1). Who Should Attend? All interested in Medical Humanities. Structure of Workshop: The workshop is divided into two sections: the first, Education, looks at the birth of a project, The Doctor as a Humanist, and its progress. We explain our journey from the first symposium in 2017, to a new online course dedicated to introducing the medical humanities to students around the world, and our recent second symposium held in Moscow. We will discuss the aims and ideals of this new and exciting project. The second section, Practice, will explore in small groups how arts and humanities can be integrated into vocational and science curricula through the use of the following three case studies: 1) Art in Anatomy - a current project using body painting and ‘alternative’ artistic methods on teaching and learning anatomy amongst science students, 2) Poems for Doctors - a current online project using poetry to promote conversation amongst medical students and doctors about challenging topics, and 3) Films in Medical Education - a past project where films were coupled with expert-led discussions to discuss medical topics. The main goals of the workshop will be to allow the participants to learn about new medical humanities projects (The Doctor as a Humanist), and interactively discuss the impact of these in their own institutions. Intended Outcomes: Based on the above discussions the participants will be able to initiate similar activities at their institutions, develop their own projects or join the projects presented and truly make them International, Interdisciplinary and Intergenerational. *Reference: McFarland, Markovina, Gibbs, 201

Interdisciplinary Approaches to Medical Humanities: Art, Anatomy and Language

This symposium examines the teaching and learning of medical humanities at two Higher Education establishments, the University of Sechov, Russia and the University of St Andrews. The project at the University of Sechov developed from The Doctor as a Humanist symposium, an International conference devoted to looking into ways to reintroduce the humanities into medical education in a global context. The principal aim is to show how Medical English can be the catalyst for introducing critical topics related to medical education and doctor’s professional development. The project at the University of St Andrews stems from the understanding that the humanities should play a vital role in medical education as they provide students with the opportunity to explore a variety of ‘soft skills’ relating to aspects of the medical profession. One such example of integrating the humanities into the medicine curriculum, is through the comparative study of Art History and Anatomy. In this symposium we discuss the role of the medical humanities in medical education and the interface with intercultural and linguistic communication in medicine. Representatives from each institution will first provide an overview of the projects, followed by in-depth discussions on communal themes and questions and arising from these projects. The floor will then be opened to a plenary discussion

Interdisciplinary Approaches to Medical Humanities: Art, Anatomy and Language

This symposium examines the teaching and learning of medical humanities at two Higher Education establishments, the University of Sechov, Russia and the University of St Andrews. The project at the University of Sechov developed from The Doctor as a Humanist symposium, an International conference devoted to looking into ways to reintroduce the humanities into medical education in a global context. The principal aim is to show how Medical English can be the catalyst for introducing critical topics related to medical education and doctor’s professional development. The project at the University of St Andrews stems from the understanding that the humanities should play a vital role in medical education as they provide students with the opportunity to explore a variety of ‘soft skills’ relating to aspects of the medical profession. One such example of integrating the humanities into the medicine curriculum, is through the comparative study of Art History and Anatomy. In this symposium we discuss the role of the medical humanities in medical education and the interface with intercultural and linguistic communication in medicine. Representatives from each institution will first provide an overview of the projects, followed by in-depth discussions on communal themes and questions and arising from these projects. The floor will then be opened to a plenary discussion

Modification of Taxifolin Properties by Spray Drying

Taxifolin is known as an active pharmaceutical ingredient (API) and food supplement due to its high antioxidant activity, multiple pharmacological effects, and good safety profile. Previously, taxifolin spheres (TS) were obtained from industrially produced API taxifolin in Russia (RT). In our work, we perform a pharmaceutical analysis of this new taxifolin material versus RT. TS is an amorphous material; however, it is stable without the polymer carrier, as confirmed by Fourier transform infrared spectroscopy. Both RT and TS demonstrate high safety profiles and are assigned to Class 1 of the Biopharmaceutical Classification System based on the results of experiments with MDCK cells. The water solubility of the new taxifolin form was 2.225 times higher compared with RT. Hausner ratios for RT and TS were 1.421 and 1.219, respectively, while Carr indices were 29.63% and 19.00%, respectively. Additionally, TS demonstrated sustained release from tablets compared with RT: the half-life values of tablets were 14.56 min and 20.63 min for RT and TS, respectively. Thus, TS may be a promising object for developing oral antiseptics in the form of orally dispersed tablets with sustained release patterns because of its anti-inflammatory, -protozoal, and -viral activities

Modification of Taxifolin Properties by Spray Drying

Taxifolin is known as an active pharmaceutical ingredient (API) and food supplement due to its high antioxidant activity, multiple pharmacological effects, and good safety profile. Previously, taxifolin spheres (TS) were obtained from industrially produced API taxifolin in Russia (RT). In our work, we perform a pharmaceutical analysis of this new taxifolin material versus RT. TS is an amorphous material; however, it is stable without the polymer carrier, as confirmed by Fourier transform infrared spectroscopy. Both RT and TS demonstrate high safety profiles and are assigned to Class 1 of the Biopharmaceutical Classification System based on the results of experiments with MDCK cells. The water solubility of the new taxifolin form was 2.225 times higher compared with RT. Hausner ratios for RT and TS were 1.421 and 1.219, respectively, while Carr indices were 29.63% and 19.00%, respectively. Additionally, TS demonstrated sustained release from tablets compared with RT: the half-life values of tablets were 14.56 min and 20.63 min for RT and TS, respectively. Thus, TS may be a promising object for developing oral antiseptics in the form of orally dispersed tablets with sustained release patterns because of its anti-inflammatory, -protozoal, and -viral activities