ФАКТОРЫ РИСКА СЕРДЕЧНО-СОСУДИСТЫХ ЗАБОЛЕВАНИЙ И ЦЕНТРАЛЬНОЙ ГЕМОДИНАМИКИ У СТУДЕНТОВ-СТАРШЕКУРСНИКОВ

HighlightsThe article examines the prevalence of risk factors for cardiovascular diseases (CVD) and the state of central hemodynamics (CHD) in senior students. Aim. To study the risk factors for CHD and CVD in senior students with the aim of early detection of arterial hypertension (AH) and the implementation of therapeutic and prophylactic measures.Methods. The study involved 223 senior students of medical universities in Moscow aged 20-27 years (the mean age was 22.8±0.17 years). The following cardiovascular risk factors were assessed for each student: age, gender, smoking, physical activity, genetic predispositions; body mass index. The indicators of CHD were studied by volumetric compression oscillometry using a portable automated software-hardware complex for non-invasive research of central hemodynamics (“SHCNIR CHD vco-“Globus” device).Results. The presence of CVD risk factors in senior students was revealed in 52.5% of cases; more than two risk factors were found in 19.3% of cases; 1st degree arterial hypertension (AH) in 11.2% of cases; “white coat hypertension” in 10.8% of cases; genetic predisposition to CVD in 30.0% of cases; overweight in 17.0% of cases; obesity in 5.4% of cases; low physical activity in 23.8% of cases; smoking in 16.1% of cases. An altered CHD profile was found in 62.1% of students. An increase in total peripheral vascular resistance at normal blood pressure levels was noted in 31.8% of cases. Indicators of total peripheral vascular resistance, mean blood pressure, systolic and diastolic blood pressure were significantly higher in the group of students with CHD risk factors.Conclusion. Outpatient follow-up groups should include students with established risk factors for cardiovascular diseases, diagnosed AH, and with altered indicators of CHD. Preventive examinations should include a simple method for studying hemodynamics – compression oscillometry.Основные положенияВ статье исследованы частота факторов риска развития сердечно-сосудистых заболеваний и состояние центральной гемодинамики у студентов старших курсов. Цель. Изучить основные факторы риска сердечно-сосудистых заболеваний (ФР ССЗ) и центральной гемодинамики (ЦГД) у студентов-старшекурсников.Материалы и методы. Обследованы 223 студента старших курсов медицинских вузов Москвы в возрасте 20–27 лет (средний возраст составил 22,8±0,17 года). У каждого студента оценены основные ФР ССЗ: возраст, пол, курение, физическая активность, наследственность, индекс массы тела. Показатели ЦГД исследованы методом объемной компрессионной осциллометрии с помощью портативного автоматизированного программно-аппаратного комплекса неинвазивного исследования центральной гемодинамики (прибор «КАП ЦГ осм-«Глобус»).Результаты. ФР ССЗ выявлены у 52,5% студентов старших курсов, более двух факторов риска обнаружено у 19,3%. Артериальная гипертензия I степени зарегистрирована у 11,2% лиц, артериальная гипертензия «белого халата» – у 10,8%, отягощенная наследственность – у 30,0%, избыточная масса тела – у 17,0%, ожирение – у 5,4%, гиподинамия – у 3,8%, курение – у 16,1% обследованных. Измененный профиль ЦГД обнаружен у 62,1% студентов. Повышение общего периферического сосудистого сопротивления при нормальных уровнях артериального давления определено у 31,8% лиц. Показатели общего периферического сосудистого сопротивления, среднего, систолического и диастолического артериального давления были достоверно выше в группе студентов с ФР ССЗ.Заключение. В группу диспансерного наблюдения необходимо включать студентов не только с установленными ФР ССЗ, выявленной артериальной гипертензией, но и измененными показателями ЦГД. В профилактические осмотры необходимо добавить простой метод исследования гемодинамики – компрессионную осциллометрию

A study of first-year students’ adaptation difficulties as the basis to promote their personal development in university education

Background. The relevance of the paper is determined by the study of types, structure of adaptive difficulties and their impact on the student’s personal development in the process of professionalization in the university. Objective. To examine the psychological characteristics of difficulties that arise in the process of students’ adaptation to university instruction. Design. The authors divide the difficulty in adaptation into four categories: motivational, communicational, cognitive, and regulatory. For each category, the authors offer pedagogical technologies that promote the personal development of students on the basis of their prevailing difficulties. Results. Motivational difficulties are related to poor cognitive motivation, poor motivation to master a profession. Communication difficulties are attributed by the authors to poor communication skills. Cognitive difficulties are defined by insufficient general learning skills and a poor capacity for reflection and self-esteem. The source of regulatory difficulties is a lack of self-organization skills and poor self-control. Conclusion. Correlation analysis confirmed that there are significant connections between, on the one hand, students’ adaptability to the educational process and to their study group, and on the other, the investigated parameters that show their motivational, communicative, cognitive, and regulatory difficulties. Using cluster analysis of the empirical data, the authors identified four main student subgroups with different graphic profiles reflecting their personal difficulties in adaptation to university education; their psychological characteristics are given. Analysis of these difficulties has allowed the authors to offer an optimal psychological and educational strategy for the interactions of each of the subgroups, to optimize their personal development in the educational process