3 research outputs found
ΠΠ½ΡΠ΅Π³ΡΠ°ΡΠΈΠ²Π½ΡΠΉ ΠΏΠΎΠ΄Ρ ΠΎΠ΄ ΠΊΠ°ΠΊ Π²Π΅ΠΊΡΠΎΡ ΠΏΠ΅ΡΡΠΎΠ½Π°Π»ΠΈΠ·Π°ΡΠΈΠΈ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΠ΅Π»ΡΠ½ΡΡ ΠΏΡΠ°ΠΊΡΠΈΠΊ Π² ΠΌΠ΅Π΄ΠΈΡΠΈΠ½ΡΠΊΠΎΠΌ Π²ΡΠ·Π΅
Introduction. The article discusses the formation of a model of a high quality educational process in a medical university in order to prepare a highly qualified specialist and a versatile educated person. Purpose setting. The objective of the study was to analyze the process of formation of clinical thinking, intellectual and communicative competencies in the process of preparing future specialists for professional activities in a medical university, based on the use of an integrative approach, assessment of the type of thinking and learning; constitutional features of the student and teacher; semantic differential method. Methodology and methods of the study. The methodology of the material presented in the article is based on the introduction of a systematic (holistic) approach to study the individual constitutional (mental and physical) characteristics of teachers and medical students in connection with training and further professional activities. Results. The article analyzes current trends and problematic issues of the educational process in pedagogy and andragogy, due to technological progress, the development of digital technologies, distance types and forms of education, the formation of the so-called Β«digital generationΒ» of students, requiring the development and implementation of innovative methodological approaches and methods in the educational process training of specialists in medical universities. The necessity of forming not only intellectual and communicative competencies in the process of mastering a profession, but also conceptual and logical schemes of clinical thinking using the method of semantic differential is demonstrated. The role of the constitutional features of the teacher and student in the training of future specialists is shown. The relationship between the professional and personal qualities of a high school teacher and students is illustrated.Conclusion. The use of an integrative approach greatly contributes to improving the quality of the educational process in the professional training of a future medical specialist.ΠΠ²Π΅Π΄Π΅Π½ΠΈΠ΅. ΠΠ±ΡΡΠΆΠ΄Π°Π΅ΡΡΡ ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΠ΅ ΠΌΠΎΠ΄Π΅Π»ΠΈ ΠΊΠ°ΡΠ΅ΡΡΠ²Π΅Π½Π½ΠΎΠ³ΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΠ΅Π»ΡΠ½ΠΎΠ³ΠΎ ΠΏΡΠΎΡΠ΅ΡΡΠ° Π² ΠΌΠ΅Π΄ΠΈΡΠΈΠ½ΡΠΊΠΎΠΌ Π²ΡΠ·Π΅ Ρ ΡΠ΅Π»ΡΡ ΠΏΠΎΠ΄Π³ΠΎΡΠΎΠ²ΠΊΠΈ Π²ΡΡΠΎΠΊΠΎΠΊΠ²Π°Π»ΠΈΡΠΈΡΠΈΡΠΎΠ²Π°Π½Π½ΠΎΠ³ΠΎ ΡΠΏΠ΅ΡΠΈΠ°Π»ΠΈΡΡΠ° ΠΈ ΡΠ°Π·Π½ΠΎΡΡΠΎΡΠΎΠ½Π½Π΅ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½Π½ΠΎΠΉ Π»ΠΈΡΠ½ΠΎΡΡΠΈ. ΠΠΎΡΡΠ°Π½ΠΎΠ²ΠΊΠ° Π·Π°Π΄Π°ΡΠΈ. ΠΠ°Π΄Π°ΡΠ° ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ β ΠΏΡΠΎΠ°Π½Π°Π»ΠΈΠ·ΠΈΡΠΎΠ²Π°ΡΡ ΠΏΡΠΎΡΠ΅ΡΡ ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΡ ΠΊΠ»ΠΈΠ½ΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΠΌΡΡΠ»Π΅Π½ΠΈΡ, ΠΈΠ½ΡΠ΅Π»Π»Π΅ΠΊΡΡΠ°Π»ΡΠ½ΡΡ
ΠΈ ΠΊΠΎΠΌΠΌΡΠ½ΠΈΠΊΠ°ΡΠΈΠ²Π½ΡΡ
ΠΊΠΎΠΌΠΏΠ΅ΡΠ΅Π½ΡΠΈΠΉ Π² ΠΏΡΠΎΡΠ΅ΡΡΠ΅ ΠΏΠΎΠ΄Π³ΠΎΡΠΎΠ²ΠΊΠΈ Π±ΡΠ΄ΡΡΠΈΡ
ΡΠΏΠ΅ΡΠΈΠ°Π»ΠΈΡΡΠΎΠ² ΠΊ ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠΉ Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΠΈ Π² ΠΌΠ΅Π΄ΠΈΡΠΈΠ½ΡΠΊΠΎΠΌ Π²ΡΠ·Π΅ Π½Π° ΠΎΡΠ½ΠΎΠ²Π΅ ΠΏΡΠΈΠΌΠ΅Π½Π΅Π½ΠΈΡ ΠΈΠ½ΡΠ΅Π³ΡΠ°ΡΠΈΠ²Π½ΠΎΠ³ΠΎ ΠΏΠΎΠ΄Ρ
ΠΎΠ΄Π°, ΠΎΡΠ΅Π½ΠΊΠΈ ΡΠΈΠΏΠ° ΠΌΡΡΠ»Π΅Π½ΠΈΡ ΠΈ ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ, ΠΊΠΎΠ½ΡΡΠΈΡΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΡΡ
ΠΎΡΠΎΠ±Π΅Π½Π½ΠΎΡΡΠ΅ΠΉ ΠΎΠ±ΡΡΠ°ΡΡΠ΅Π³ΠΎΡΡ ΠΈ ΠΏΡΠ΅ΠΏΠΎΠ΄Π°Π²Π°ΡΠ΅Π»Ρ, ΠΌΠ΅ΡΠΎΠ΄Π° ΡΠ΅ΠΌΠ°Π½ΡΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ Π΄ΠΈΡΡΠ΅ΡΠ΅Π½ΡΠΈΠ°Π»Π°. ΠΠ΅ΡΠΎΠ΄ΠΈΠΊΠ° ΠΈ ΠΌΠ΅ΡΠΎΠ΄ΠΎΠ»ΠΎΠ³ΠΈΡ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ. ΠΠ΅ΡΠΎΠ΄ΠΎΠ»ΠΎΠ³ΠΈΡ ΠΌΠ°ΡΠ΅ΡΠΈΠ°Π»Π°, ΠΏΡΠ΅Π΄ΡΡΠ°Π²Π»Π΅Π½Π½ΠΎΠ³ΠΎ Π² ΡΡΠ°ΡΡΠ΅, Π±Π°Π·ΠΈΡΡΠ΅ΡΡΡ Π½Π° Π²Π½Π΅Π΄ΡΠ΅Π½ΠΈΠΈ ΡΠΈΡΡΠ΅ΠΌΠ½ΠΎΠ³ΠΎ (ΡΠ΅Π»ΠΎΡΡΠ½ΠΎΠ³ΠΎ) ΠΏΠΎΠ΄Ρ
ΠΎΠ΄Π° Π΄Π»Ρ ΠΈΠ·ΡΡΠ΅Π½ΠΈΡ ΠΈΠ½Π΄ΠΈΠ²ΠΈΠ΄ΡΠ°Π»ΡΠ½ΡΡ
ΠΊΠΎΠ½ΡΡΠΈΡΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΡΡ
(ΠΏΡΠΈΡ
ΠΈΡΠ΅ΡΠΊΠΈΡ
ΠΈ ΡΠΈΠ·ΠΈΡΠ΅ΡΠΊΠΈΡ
) ΠΎΡΠΎΠ±Π΅Π½Π½ΠΎΡΡΠ΅ΠΉ ΠΏΠ΅Π΄Π°Π³ΠΎΠ³ΠΎΠ² ΠΈ ΡΡΡΠ΄Π΅Π½ΡΠΎΠ²-ΠΌΠ΅Π΄ΠΈΠΊΠΎΠ² Π² ΡΠ²ΡΠ·ΠΈ Ρ ΠΎΠ±ΡΡΠ΅Π½ΠΈΠ΅ΠΌ ΠΈ Π΄Π°Π»ΡΠ½Π΅ΠΉΡΠ΅ΠΉ ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠΉ Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΡΡ. Π Π΅Π·ΡΠ»ΡΡΠ°ΡΡ. Π ΡΡΠ°ΡΡΠ΅ ΠΏΡΠΎΠ°Π½Π°Π»ΠΈΠ·ΠΈΡΠΎΠ²Π°Π½Ρ ΡΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π½ΡΠ΅ ΡΠ΅Π½Π΄Π΅Π½ΡΠΈΠΈ ΠΈ ΠΏΡΠΎΠ±Π»Π΅ΠΌΠ½ΡΠ΅ Π²ΠΎΠΏΡΠΎΡΡ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΠ΅Π»ΡΠ½ΠΎΠ³ΠΎ ΠΏΡΠΎΡΠ΅ΡΡΠ° Π² ΠΏΠ΅Π΄Π°Π³ΠΎΠ³ΠΈΠΊΠ΅ ΠΈ Π°Π½Π΄ΡΠ°Π³ΠΎΠ³ΠΈΠΊΠ΅, ΠΎΠ±ΡΡΠ»ΠΎΠ²Π»Π΅Π½Π½ΡΠ΅ ΡΠ΅Ρ
Π½ΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈΠΌ ΠΏΡΠΎΠ³ΡΠ΅ΡΡΠΎΠΌ, ΡΠ°Π·Π²ΠΈΡΠΈΠ΅ΠΌ ΡΠΈΡΡΠΎΠ²ΡΡ
ΡΠ΅Ρ
Π½ΠΎΠ»ΠΎΠ³ΠΈΠΉ, Π΄ΠΈΡΡΠ°Π½ΡΠΈΠΎΠ½Π½ΡΡ
Π²ΠΈΠ΄ΠΎΠ² ΠΈ ΡΠΎΡΠΌ ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ, ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΠ΅ΠΌ ΡΠ°ΠΊ Π½Π°Π·ΡΠ²Π°Π΅ΠΌΠΎΠ³ΠΎ Β«ΡΠΈΡΡΠΎΠ²ΠΎΠ³ΠΎ ΠΏΠΎΠΊΠΎΠ»Π΅Π½ΠΈΡΒ» ΡΡΡΠ΄Π΅Π½ΡΠΎΠ², ΡΡΠ΅Π±ΡΡΡΠΈΠ΅ ΡΠ°Π·ΡΠ°Π±ΠΎΡΠΊΠΈ ΠΈ Π²Π½Π΅Π΄ΡΠ΅Π½ΠΈΡ ΠΈΠ½Π½ΠΎΠ²Π°ΡΠΈΠΎΠ½Π½ΡΡ
ΠΌΠ΅ΡΠΎΠ΄ΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈΡ
ΠΏΠΎΠ΄Ρ
ΠΎΠ΄ΠΎΠ² ΠΈ ΠΌΠ΅ΡΠΎΠ΄ΠΎΠ² Π² ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΠ΅Π»ΡΠ½ΡΠΉ ΠΏΡΠΎΡΠ΅ΡΡ ΠΏΠΎΠ΄Π³ΠΎΡΠΎΠ²ΠΊΠΈ ΡΠΏΠ΅ΡΠΈΠ°Π»ΠΈΡΡΠΎΠ² Π² ΠΌΠ΅Π΄ΠΈΡΠΈΠ½ΡΠΊΠΈΡ
Π²ΡΠ·Π°Ρ
. ΠΡΠΎΠ΄Π΅ΠΌΠΎΠ½ΡΡΡΠΈΡΠΎΠ²Π°Π½Π° Π½Π΅ΠΎΠ±Ρ
ΠΎΠ΄ΠΈΠΌΠΎΡΡΡ ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΡ Π½Π΅ ΡΠΎΠ»ΡΠΊΠΎ ΠΈΠ½ΡΠ΅Π»Π»Π΅ΠΊΡΡΠ°Π»ΡΠ½ΡΡ
ΠΈ ΠΊΠΎΠΌΠΌΡΠ½ΠΈΠΊΠ°ΡΠΈΠ²Π½ΡΡ
ΠΊΠΎΠΌΠΏΠ΅ΡΠ΅Π½ΡΠΈΠΉ Π² ΠΏΡΠΎΡΠ΅ΡΡΠ΅ ΠΎΠ²Π»Π°Π΄Π΅Π½ΠΈΡ ΠΏΡΠΎΡΠ΅ΡΡΠΈΠ΅ΠΉ, Π½ΠΎ ΠΈ ΠΏΠΎΠ½ΡΡΠΈΠΉΠ½ΠΎ-Π»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈΡ
ΡΡ
Π΅ΠΌ ΠΊΠ»ΠΈΠ½ΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΠΌΡΡΠ»Π΅Π½ΠΈΡ Ρ ΠΈΡΠΏΠΎΠ»ΡΠ·ΠΎΠ²Π°Π½ΠΈΠ΅ΠΌ ΠΌΠ΅ΡΠΎΠ΄Π° ΡΠ΅ΠΌΠ°Π½ΡΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ Π΄ΠΈΡΡΠ΅ΡΠ΅Π½ΡΠΈΠ°Π»Π°. ΠΠΎΠΊΠ°Π·Π°Π½Π° ΡΠΎΠ»Ρ ΠΊΠΎΠ½ΡΡΠΈΡΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΡΡ
ΠΎΡΠΎΠ±Π΅Π½Π½ΠΎΡΡΠ΅ΠΉ ΠΏΡΠ΅ΠΏΠΎΠ΄Π°Π²Π°ΡΠ΅Π»Ρ ΠΈ ΡΡΡΠ΄Π΅Π½ΡΠ° Π² ΠΏΠΎΠ΄Π³ΠΎΡΠΎΠ²ΠΊΠ΅ Π±ΡΠ΄ΡΡΠΈΡ
ΡΠΏΠ΅ΡΠΈΠ°Π»ΠΈΡΡΠΎΠ². ΠΡΠΎΠΈΠ»Π»ΡΡΡΡΠΈΡΠΎΠ²Π°Π½Π° Π·Π°Π²ΠΈΡΠΈΠΌΠΎΡΡΡ ΠΌΠ΅ΠΆΠ΄Ρ ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΡΠΌΠΈ ΠΈ Π»ΠΈΡΠ½ΡΠΌΠΈ ΠΊΠ°ΡΠ΅ΡΡΠ²Π°ΠΌΠΈ ΠΏΡΠ΅ΠΏΠΎΠ΄Π°Π²Π°ΡΠ΅Π»Ρ Π²ΡΡΡΠ΅ΠΉ ΡΠΊΠΎΠ»Ρ ΠΈ ΠΎΠ±ΡΡΠ°ΡΡΠΈΡ
ΡΡ. ΠΡΠ²ΠΎΠ΄Ρ. ΠΡΠΈΠΌΠ΅Π½Π΅Π½ΠΈΠ΅ ΠΈΠ½ΡΠ΅Π³ΡΠ°ΡΠΈΠ²Π½ΠΎΠ³ΠΎ ΠΏΠΎΠ΄Ρ
ΠΎΠ΄Π° Π² Π·Π½Π°ΡΠΈΡΠ΅Π»ΡΠ½ΠΎΠΉ ΡΡΠ΅ΠΏΠ΅Π½ΠΈ ΡΠΏΠΎΡΠΎΠ±ΡΡΠ²ΡΠ΅Ρ ΠΏΠΎΠ²ΡΡΠ΅Π½ΠΈΡ ΠΊΠ°ΡΠ΅ΡΡΠ²Π° ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°ΡΠ΅Π»ΡΠ½ΠΎΠ³ΠΎ ΠΏΡΠΎΡΠ΅ΡΡΠ° ΠΏΡΠΈ ΠΏΡΠΎΡΠ΅ΡΡΠΈΠΎΠ½Π°Π»ΡΠ½ΠΎΠΉ ΠΏΠΎΠ΄Π³ΠΎΡΠΎΠ²ΠΊΠ΅ Π±ΡΠ΄ΡΡΠ΅Π³ΠΎ ΡΠΏΠ΅ΡΠΈΠ°Π»ΠΈΡΡΠ° ΠΌΠ΅Π΄ΠΈΡΠΈΠ½ΡΠΊΠΎΠ³ΠΎ ΠΏΡΠΎΡΠΈΠ»Ρ
Cold-Plasma Ablation Use in Endoscopic Endonasal Dacryocystorhinostomy
The aim is to evaluate efficacy of the method of cold-plasma ablation when performing endonasal of dacryocystorhinostomy. PatientsΒ and Methods. With the use of the equipment Coblator II were 31 unilateral dacryocystorhinostomy patients with obstruction of theΒ lacrimal ducts at the level of the lacrimal-nasal duct. After a full examination, including color samples, rinsing and probing of lacrimalΒ ducts, radiographic, and, in some cases, transcanalicular endoscopy, when indicated, was performed endonasal dacryocystorhinostomy with the use of cold-plasma ablation. Using a set of equipment Coblator II performed 31 unilateral cerebral PALSY patients withΒ obstruction of the lacrimal duct at the level of the lacrimal duct. In the postoperative period, antibacterial therapy, lacrimal lavage, fullΒ volume washing of the nasal cavity, inhalation of mucolytics and antibiotics with a nebulizer were carried out, lubricants were also used.Results. In the early postoperative period and 1 month after surgery, all patients reported no complaints of lacrimation and purulentΒ discharge. In endorinoscopy, healing was observed by the type of predominant epithelialization, the stoma functioned, when washingΒ the stagnant content in the lacrimal SAC was not. There was a small bleeding intraoperatively and in the early postoperative period.Conclusion. Endoscopic endonasal dacryocystorhinostomy with the use of the method co-ablation is a safe and effective alternative toΒ other methods of holding the endonasal dacryocystorhinostomy. The advantages are the ease of implementation, no need for additional, including power tools (pliers, cutting head of a shaver, rasp, etc.) for removal of soft tissue in the area formed dacryocystectomy,Β good visualization due to the coagulating effect of the cold-plasma ablation, the possibility of gentle removal of even the hypertrophiedΒ wall of the lacrimal SAC. The main drawbacks are the high cost of equipment and consumables