6 research outputs found
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 βwhyβ the humanities are so important, and βhowβ we can reintroduce them to medical education. Second, we wish to debate these topics to raise interest and extend our community
Π―Π·ΡΠΊΠΎΠ²ΠΎΠΉ ΠΎΠ±ΡΠ°Π· ΠΌΠΈΡΠ° Π΄Π΅ΡΠ΅ΠΉ Π΄ΠΎΡΠΊΠΎΠ»ΡΠ½ΠΎΠ³ΠΎ Π²ΠΎΠ·ΡΠ°ΡΡΠ°: ΠΊΡΠΎΡΡΠΊΡΠ»ΡΡΡΡΠ½ΠΎΠ΅ ΡΡΡΡΠΊΠΎ- Π²Π΅Π½Π³Π΅ΡΡΠΊΠΎΠ΅ ΡΠΎΠΏΠΎΡΡΠ°Π²ΠΈΡΠ΅Π»ΡΠ½ΠΎΠ΅ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΠ΅ Π½Π° ΠΎΡΠ½ΠΎΠ²Π΅ ΡΠ»ΠΎΠ²Π΅ΡΠ½ΡΡ Π°ΡΡΠΎΡΠΈΠ°ΡΠΈΠΉ
This psycholinguistic-pedagogical interdisciplinary research investigates 4- to 5-year-old Russian and Hungarian preschool childrenβs 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). ΠΠ°Π½Π½ΠΎΠ΅ ΡΠΎΡΡΠΈΠΉΡΠΊΠΎ-Π²Π΅Π½Π³Π΅ΡΡΠΊΠΎΠ΅ ΠΊΡΠΎΡΡΠΊΡΠ»ΡΡΡΡΠ½ΠΎΠ΅ ΠΌΠ΅ΠΆΠ΄ΠΈΡΡΠΈΠΏΠ»ΠΈΠ½Π°ΡΠ½ΠΎΠ΅ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΠ΅ ΠΏΠΎΡΠ²ΡΡΠ΅Π½ΠΎ ΠΈΠ·ΡΡΠ΅Π½ΠΈΡ ΡΠ·ΡΠΊΠΎΠ²ΠΎΠ³ΠΎ ΠΎΠ±ΡΠ°Π·Π° ΠΌΠΈΡΠ° ΠΈΠ»ΠΈ ΡΠ·ΡΠΊΠΎΠ²ΠΎΠ³ΠΎ ΡΠΎΠ·Π½Π°Π½ΠΈΡ Π΄Π΅ΡΠ΅ΠΉ Π΄ΠΎΡΠΊΠΎΠ»ΡΠ½ΠΎΠ³ΠΎ Π²ΠΎΠ·ΡΠ°ΡΡΠ° ΠΎΡ 4 Π΄ΠΎ 5 Π»Π΅Ρ. Π‘ ΡΠ΅Π»ΡΡ Π²ΡΡΠ²ΠΈΡΡ ΡΡ
ΠΎΠ΄ΡΡΠ²Π° ΠΈ ΡΠ°Π·Π»ΠΈΡΠΈΡ Π² Π²ΠΎΡΠΏΡΠΈΡΡΠΈΠΈ ΠΌΠΈΡΠ° Π΄Π΅ΡΡΠΌΠΈ Π°Π²ΡΠΎΡΡ ΠΏΡΠΈΠΌΠ΅Π½ΠΈΠ»ΠΈ ΠΌΠ΅ΡΠΎΠ΄ ΡΠ»ΠΎΠ²Π΅ΡΠ½ΡΡ
Π°ΡΡΠΎΡΠΈΠ°ΡΠΈΠΉ. ΠΡΠ»ΠΈ ΠΎΡΠΎΠ±ΡΠ°Π½Ρ 10 ΡΠ»ΠΎΠ²-ΡΡΠΈΠΌΡΠ»ΠΎΠ², Π½Π° ΠΊΠΎΡΠΎΡΡΠ΅ Π² Ρ
ΠΎΠ΄Π΅ ΡΠ²ΠΎΠ±ΠΎΠ΄Π½ΠΎΠ³ΠΎ Π°ΡΡΠΎΡΠΈΠ°ΡΠΈΠ²Π½ΠΎΠ³ΠΎ ΡΠΊΡΠΏΠ΅ΡΠΈΠΌΠ΅Π½ΡΠ° Π±ΡΠ»ΠΈ ΠΏΠΎΠ»ΡΡΠ΅Π½Ρ ΡΠ΅Π°ΠΊΡΠΈΠΈ ΠΎΡ ΡΠ΅ΡΠΏΠΎΠ½Π΄Π΅Π½ΡΠΎΠ² ΠΈΡΡΠ»Π΅Π΄ΡΠ΅ΠΌΠΎΠΉ Π³ΡΡΠΏΠΏΡ (N = 100 Π² ΠΊΠ°ΠΆΠ΄ΠΎΠΉ ΡΡΡΠ°Π½Π΅). Π‘Π»ΠΎΠ²Π°- ΡΡΠΈΠΌΡΠ»Ρ ΠΎΡΠΎΠ±ΡΠ°Π½Ρ ΡΠ°ΠΊΠΈΠΌ ΠΎΠ±ΡΠ°Π·ΠΎΠΌ, ΡΡΠΎΠ±Ρ ΠΎΠ½ΠΈ ΠΎΠ±ΠΎΠ·Π½Π°ΡΠ°Π»ΠΈ ΠΏΠΎΠ½ΡΡΠΈΡ ΠΈΠ· Π±Π»ΠΈΠΆΠ°ΠΉΡΠ΅Π³ΠΎ ΡΠΎΡΠΈΠ°Π»ΡΠ½ΠΎΠ³ΠΎ, ΠΌΠ°ΡΠ΅ΡΠΈΠ°Π»ΡΠ½ΠΎΠ³ΠΎ ΠΈ Π΄ΡΡ
ΠΎΠ²Π½ΠΎΠ³ΠΎ ΠΎΠΊΡΡΠΆΠ΅Π½ΠΈΡ ΡΠ΅Π±Π΅Π½ΠΊΠ° Π΄ΠΎΡΠΊΠΎΠ»ΡΠ½ΠΎΠ³ΠΎ Π²ΠΎΠ·ΡΠ°ΡΡΠ°. Π Π΅Π·ΡΠ»ΡΡΠ°ΡΡ, ΡΠ³ΡΡΠΏΠΏΠΈΡΠΎΠ²Π°Π½Π½ΡΠ΅ Π² ΡΠ°ΡΡΠΎΡΠ½ΡΠ΅ ΡΠΏΠΈΡΠΊΠΈ, ΡΠΎΠΏΠΎΡΡΠ°Π²ΠΈΠ»ΠΈ ΠΊΠ°ΠΊ ΡΡΠ°Π³ΠΌΠ΅Π½ΡΡ ΡΠ·ΡΠΊΠΎΠ²ΠΎΠ³ΠΎ ΡΠΎΠ·Π½Π°Π½ΠΈΡ Π½ΠΎΡΠΈΡΠ΅Π»Π΅ΠΉ Π²Π΅Π½Π³Π΅ΡΡΠΊΠΎΠ³ΠΎ ΠΈ ΡΡΡΡΠΊΠΎΠ³ΠΎ ΡΠ·ΡΠΊΠΎΠ². ΠΠΎΠ»ΡΡΠ΅Π½Π½ΡΠ΅ Π΄Π°Π½Π½ΡΠ΅ ΠΏΠΎΠ·Π²ΠΎΠ»ΡΡΡ ΡΡΡΠ°Π½ΠΎΠ²ΠΈΡΡ, ΠΏΡΠ΅ΠΆΠ΄Π΅ Π²ΡΠ΅Π³ΠΎ, ΡΠ½ΠΈΠ²Π΅ΡΡΠ°Π»ΡΠ½ΡΠ΅ Ρ
Π°ΡΠ°ΠΊΡΠ΅ΡΠΈΡΡΠΈΠΊΠΈ ΡΡΡΡΠΊΠΎΠ³ΠΎ ΠΈ Π²Π΅Π½Π³Π΅ΡΡΠΊΠΎΠ³ΠΎ ΡΠ·ΡΠΊΠΎΠ²ΠΎΠ³ΠΎ ΡΠΎΠ·Π½Π°Π½ΠΈΡ Π² ΡΠ°Π½Π½Π΅ΠΌ Π΄Π΅ΡΡΡΠ²Π΅: Π½Π°ΠΏΡΠΈΠΌΠ΅Ρ, ΡΡ
ΠΎΠΆΠΈΠΌ ΠΎΠΊΠ°Π·Π°Π»ΠΎΡΡ Π²ΠΎΡΠΏΡΠΈΡΡΠΈΠ΅ ΡΠ΅ΠΌΡΠΈ, Π΄ΡΡΠ³Π°, ΡΠ΅Π±Π΅Π½ΠΊΠ°. ΠΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΠ΅ ΠΏΠΎΠΊΠ°Π·Π°Π»ΠΎ, ΡΡΠΎ ΠΊΠ°ΠΊ ΡΠΎΡΡΠΈΠΉΡΠΊΠΈΠ΅, ΡΠ°ΠΊ ΠΈ Π²Π΅Π½Π³Π΅ΡΡΠΊΠΈΠ΅ Π΄Π΅ΡΠΈ Π°ΡΡΠΎΡΠΈΠΈΡΡΡΡ ΡΠ΅ΠΌΡΡ Π² ΠΏΠ΅ΡΠ²ΡΡ ΠΎΡΠ΅ΡΠ΅Π΄Ρ Ρ ΠΌΠ°ΡΠ΅ΡΡΡ, Π° Π·Π°ΡΠ΅ΠΌ Ρ ΠΎΡΡΠΎΠΌ. Π Π² ΡΠΎΠΌ ΠΈ Π² Π΄ΡΡΠ³ΠΎΠΌ ΡΠΎΠ·Π½Π°Π½ΠΈΠΈ ΡΠ΅ΠΌΡΡ Ρ
Π°ΡΠ°ΠΊΡΠ΅ΡΠΈΠ·ΡΠ΅ΡΡΡ Π°ΡΡΠΎΡΠΈΠ°ΡΠ°ΠΌΠΈ Π΄ΠΎΠ±ΡΡΠΉ, Ρ
ΠΎΡΠΎΡΠΈΠΉ, Π»ΡΠ±ΠΎΠ²Ρ. ΠΡΡΠ³ ΠΎΠΏΠΈΡΡΠ²Π°Π΅ΡΡΡ ΠΏΡΠΈΠ»Π°Π³Π°ΡΠ΅Π»ΡΠ½ΡΠΌΠΈ Π΄ΠΎΠ±ΡΡΠΉ, Ρ
ΠΎΡΠΎΡΠΈΠΉ, Π° ΠΎΡΠ½ΠΎΠ²Π½ΡΠ΅ Π΄Π΅ΠΉΡΡΠ²ΠΈΡ, Π°ΡΡΠΎΡΠΈΠΈΡΡΠ΅ΠΌΡΠ΅ Ρ Π΄ΡΡΠ³ΠΎΠΌ, β Π»ΡΠ±ΠΈΡΡ ΠΈ ΠΈΠ³ΡΠ°ΡΡ. Π ΠΎΠ±Π΅ΠΈΡ
Π³ΡΡΠΏΠΏΠ°Ρ
ΡΠ΅Π±Π΅Π½ΠΎΠΊ ΠΎΠΏΠΈΡΡΠ²Π°Π΅ΡΡΡ ΠΊΠ°ΠΊ ΠΌΠ°Π»Π΅Π½ΡΠΊΠΎΠ΅, Ρ
ΠΎΡΠΎΡΠ΅Π΅ ΠΈ Π΄ΠΎΠ±ΡΠΎΠ΅ ΡΡΡΠ΅ΡΡΠ²ΠΎ, Π° ΠΎΡΠ½ΠΎΠ²Π½ΡΠΌΠΈ ΡΠ»ΠΎΠ²Π΅ΡΠ½ΡΠΌΠΈ Π°ΡΡΠΎΡΠΈΠ°ΡΠΈΡΠΌΠΈ Π½Π° Π΄Π°Π½Π½ΡΠΉ ΡΡΠΈΠΌΡΠ» ΡΠ²Π»ΡΡΡΡΡ: ΠΌΠ°Π»ΡΡ, ΠΌΠ°ΠΌΠ°, ΡΠ°ΡΡΠΈ ΠΈ Π»ΡΠ±ΠΈΡΡ. Π Π²ΠΎΡΠΏΡΠΈΡΡΠΈΠΈ 10 ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½Π½ΡΡ
ΠΏΠΎΠ½ΡΡΠΈΠΉ Π²ΡΡΠ²Π»Π΅Π½Ρ ΠΈ ΡΠ°ΡΡ
ΠΎΠΆΠ΄Π΅Π½ΠΈΡ, ΠΎΡΡΠ°ΡΡΠΈ ΠΊΠ°ΠΊ ΡΠ΅Π·ΡΠ»ΡΡΠ°Ρ ΡΠ°Π·Π»ΠΈΡΠΈΠΉ Π»ΠΈΠ½Π³Π²ΠΎΠΊΡΠ»ΡΡΡΡΠ½ΠΎΠ³ΠΎ ΡΠΎΠ½Π° ΡΠ΅ΡΠΏΠΎΠ½Π΄Π΅Π½ΡΠΎΠ² (Π½Π°ΠΏΡΠΈΠΌΠ΅Ρ, Π°ΡΡΠΎΡΠΈΠ°ΡΠΈΠ²Π½ΡΠ΅ ΠΏΠΎΠ»Ρ ΡΠ»ΠΎΠ²-ΡΡΠΈΠΌΡΠ»ΠΎΠ²: Π΄ΡΡΠ²ΠΎΠ» ΠΈ Π°Π½Π³Π΅Π»), Π° ΠΎΡΡΠ°ΡΡΠΈ ΠΊΠ°ΠΊ ΡΠ»Π΅Π΄ΡΡΠ²ΠΈΠ΅ ΡΠ·ΡΠΊΠΎΠ²ΠΎΠΉ Π»Π°ΠΊΡΠ½Π°ΡΠ½ΠΎΡΡΠΈ, Π½Π°ΠΏΡΠΈΠΌΠ΅Ρ jΓ‘tΓ©k (ΠΈΠ³ΡΠ° / ΠΈΠ³ΡΡΡΠΊΠ°). ΠΠ° ΠΌΠ°ΡΠ΅ΡΠΈΠ°Π»Π΅ Π²Π΅Π½Π³Π΅ΡΡΠΊΠΈΡ
ΠΈ ΡΡΡΡΠΊΠΈΡ
ΠΏΠ°ΡΠ°Π»Π»Π΅Π»ΡΠ½ΡΡ
ΡΠ»ΠΎΠ²-ΡΡΠΈΠΌΡΠ»ΠΎΠ² Π°Π²ΡΠΎΡΡ ΡΠ°ΠΊΠΆΠ΅ ΠΎΠΏΠΈΡΡΠ²Π°ΡΡ ΡΠ΅Π½ΠΎΠΌΠ΅Π½ Π»Π°ΠΊΡΠ½Π°ΡΠ½ΠΎΠ³ΠΎ ΠΏΠ°ΡΠ°Π΄ΠΎΠΊΡΠ°. ΠΠ°ΠΏΡΠΈΠΌΠ΅Ρ, ΡΠ»ΠΎΠ²ΠΎ Π΄ΠΎΠΌ (ΠΊΠΎΡΠΎΡΠΎΠ΅ Π² Π²Π΅Π½Π³Π΅ΡΡΠΊΠΎΠΌ ΡΠ·ΡΠΊΠ΅ ΠΎΠ·Π½Π°ΡΠ°Π΅Ρ Π·Π΄Π°Π½ΠΈΠ΅ ΠΈ ΠΆΠΈΠ»ΠΈΡΠ΅, ΠΊΠ²Π°ΡΡΠΈΡΠ° ΠΎΠ΄Π½ΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π½ΠΎ); Π²Π΅Π½Π³Π΅ΡΡΠΊΠΎΠ΅ ΡΠ»ΠΎΠ²ΠΎ jΓ‘tΓ©k, ΠΊΠΎΡΠΎΡΠΎΠ΅ Π² ΡΡΡΡΠΊΠΎΠΌ ΡΠ·ΡΠΊΠ΅ ΠΈΠΌΠ΅Π΅Ρ Π·Π½Π°ΡΠ΅Π½ΠΈΡ Β«ΠΈΠ³ΡΡΡΠΊΠ°Β» ΠΈ Β«ΠΈΠ³ΡΠ°Β»; ΠΈΠ»ΠΈ ΓΆrdΓΆg (Π΄ΡΡΠ²ΠΎΠ»), ΡΡΠΎ ΠΌΠΎΠΆΠ΅Ρ ΠΏΠ΅ΡΠ΅Π²ΠΎΠ΄ΠΈΡΡΡΡ ΠΊΠ°ΠΊ Π΄ΡΡΠ²ΠΎΠ», ΡΡΡΡ, Π±Π΅Ρ ΠΈΠ»ΠΈ ΡΠ°ΡΠ°Π½Π°. Π Π΅Π·ΡΠ»ΡΡΠ°ΡΡ ΠΏΡΠΎΠ΄Π΅ΠΌΠΎΠ½ΡΡΡΠΈΡΠΎΠ²Π°Π»ΠΈ ΡΡΡΠ΅ΠΊΡΡ Π³Π»ΠΎΠ±Π°Π»ΠΈΠ·Π°ΡΠΈΠΈ Π² ΠΎΠ±Π΅ΠΈΡ
ΠΊΡΠ»ΡΡΡΡΠ°Ρ
, ΠΎ ΡΠ΅ΠΌ ΡΠ²ΠΈΠ΄Π΅ΡΠ΅Π»ΡΡΡΠ²ΡΠ΅Ρ ΠΏΡΠΈΡΡΡΡΡΠ²ΠΈΠ΅ Π² Π°ΡΡΠΎΡΠΈΠ°ΡΠΈΠ²Π½ΡΡ
ΠΏΠΎΠ»ΡΡ
Π½Π°Π·Π²Π°Π½ΠΈΠΉ ΠΌΠ΅ΠΆΠ΄ΡΠ½Π°ΡΠΎΠ΄Π½ΡΡ
ΡΠΎΡΠ³ΠΎΠ²ΡΡ
ΠΌΠ°ΡΠΎΠΊ (Lego) ΠΈ ΠΎΠ±ΡΠ΅ΠΊΡΠΎΠ² ΡΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π½ΡΡ
ΡΠ΅Ρ
Π½ΠΎΠ»ΠΎΠ³ΠΈΠΉ (ΠΏΠ»Π°Π½ΡΠ΅ΡΡ). ΠΡΠΎΠΌΠ΅ ΡΠΎΠ³ΠΎ, ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΠ΅ ΠΏΠΎΠ·Π²ΠΎΠ»ΠΈΠ»ΠΎ Π²ΡΡΠ²ΠΈΡΡ ΡΠΈΠΏΠΈΡΠ½ΡΠ΅ Π·Π°Π½ΡΡΠΈΡ Π΄ΠΎΡΠΊΠΎΠ»ΡΠ½ΠΈΠΊΠΎΠ², ΠΎΡΡΠ°ΠΆΠ΅Π½Π½ΡΠ΅ Π² ΠΈΡ
ΡΠ·ΡΠΊΠΎΠ²ΠΎΠΌ ΠΎΠ±ΡΠ°Π·Π΅ ΠΌΠΈΡΠ°: Π½Π°ΠΏΡΠΈΠΌΠ΅Ρ, ΠΏΡΡΡΠΊΠΈ, ΠΌΠ΅ΡΠΊΠΈ, ΠΈΠ³ΡΡ Ρ Π΄ΠΈΠ½ΠΎΠ·Π°Π²ΡΠ°ΠΌΠΈ, ΠΏΠΎΠ½ΠΈ, ΠΈΠ³ΡΡ Ρ ΠΊΡΠΊΠ»Π°ΠΌΠΈ ΠΈ ΡΠΈΡΠΎΠ²Π°Π½ΠΈΠ΅. Π Π·Π°ΠΊΠ»ΡΡΠ΅Π½ΠΈΠ΅ ΡΠ»Π΅Π΄ΡΠ΅Ρ ΠΎΡΠΌΠ΅ΡΠΈΡΡ, ΡΡΠΎ ΡΠΎΡΠ΅ΡΠ°Π½ΠΈΠ΅ ΠΏΡΠΈΡ
ΠΎΠ»ΠΈΠ½Π³Π²ΠΈΡΡΠΈΡΠ΅ΡΠΊΠΈΡ
ΠΈ ΠΏΠ΅Π΄Π°Π³ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈΡ
ΠΏΠΎΠ΄Ρ
ΠΎΠ΄ΠΎΠ² ΠΎΠΊΠ°Π·Π°Π»ΠΎΡΡ ΡΡΡΠ΅ΠΊΡΠΈΠ²Π½ΡΠΌ ΡΠΏΠΎΡΠΎΠ±ΠΎΠΌ ΠΈΠ·ΡΡΠ΅Π½ΠΈΡ ΡΠ·ΡΠΊΠΎΠ²ΠΎΠ³ΠΎ ΡΠΎΠ·Π½Π°Π½ΠΈΡ Π΄ΠΎΡΠΊΠΎΠ»ΡΠ½ΠΈΠΊΠΎΠ², Π² ΡΠ°ΡΡΠ½ΠΎΡΡΠΈ ΠΏΡΠ΅Π΄ΡΡΠ°Π²Π»Π΅Π½ΠΈΠΉ ΠΎ ΡΠΎΡΠΈΠ°Π»ΡΠ½ΠΎΠΌ, ΠΌΠ°ΡΠ΅ΡΠΈΠ°Π»ΡΠ½ΠΎΠΌ ΠΈ Π΄ΡΡ
ΠΎΠ²Π½ΠΎΠΌ ΠΎΠΊΡΡΠΆΠ΅Π½ΠΈΠΈ, ΠΈΠΌΠ΅ΡΡΠ΅ΠΌ Π½Π°ΠΈΠ±ΠΎΠ»Π΅Π΅ Π²Π°ΠΆΠ½ΠΎΠ΅ Π·Π½Π°ΡΠ΅Π½ΠΈΠ΅ Π΄Π»Ρ ΡΡΡΡΠΊΠΈΡ
ΠΈ Π²Π΅Π½Π³Π΅ΡΡΠΊΠΈΡ
Π΄Π΅ΡΠ΅ΠΉ ΠΈΡΡΠ»Π΅Π΄ΡΠ΅ΠΌΠΎΠΉ Π²ΠΎΠ·ΡΠ°ΡΡΠ½ΠΎΠΉ Π³ΡΡΠΏΠΏΡ
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 doctorβs 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 βsoft skillsβ 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 doctorβs 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 βsoft skillsβ 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