scholarly journals Is it time for transition from the subject-based to the integrated preclinical medical curriculum?

2020 ◽  
Vol 9 (2) ◽  
Author(s):  
Marina Yu. Kapitonova ◽  
Sergey P. Gupalo ◽  
Sergey S. Dydykin ◽  
Yury L. Vasil’ev ◽  
Viktor B. Mandrikov ◽  
...  
Keyword(s):  
Medical Education ◽  
Soviet Union ◽  
Former Soviet Union ◽  
Medical Curriculum ◽  
Educational Process ◽  
Medical Education Program ◽  
The World ◽  
History Of ◽  
Medical Faculties ◽  
Integrated Program

In the 60s of the last century, a number of new universities in the world began to apply an integrated program of medical education, the cornerstone of which was problem-oriented education. Thus, the Flexner model of higher education adopted by that time in most countries of the world, with its characteristic segregation of teaching of the theoretical and clinical disciplines, which had ceased to satisfy the needs of modern healthcare, was gradually replaced by a new system that put the student in the center of the educational process and opened the way to active methods of teaching being focused on the end result – training of graduates whose qualifications most fully satisfy the needs of society. Over the half-century history of its existence, this system has been adopted by most medical universities in different countries of the world, in many of which it has undergone significant modifications in accordance with the needs of national educational standards. Many medical universities in Russia and other countries of the former Soviet Union showed interest in this system, some of the medical faculties of our country accepted certain elements of it. However, up to date no integrated preclinical medical education program has been applied in any of the Russian universities. Hereby we are undertaking an attempt to analyze the reasons and assess the possible perspectives for the transition of medical universities in Russia to teaching of fundamental and biomedical disciplines using the integrated curriculum.

scholarly journals Medical Education From a Theory–Practice–Philosophy Perspective

2021 ◽  
Vol 8 ◽  
pp. 237428952110102
Author(s):  
Susan A. Kirch ◽  
Moshe J. Sadofsky
Keyword(s):  
United States ◽  
Medical Education ◽  
Curriculum Design ◽  
Historical Perspective ◽  
Curriculum And Instruction ◽  
Medical Curriculum ◽  
Educational Theory ◽  
The United States ◽  
History Of ◽  
How People Learn

Medical schooling, at least as structured in the United States and Canada, is commonly assembled intuitively or empirically to meet concrete goals. Despite a long history of scholarship in educational theory to address how people learn, this is rarely examined during medical curriculum design. We provide a historical perspective on educational theory–practice–philosophy and a tool to aid faculty in learning how to identify and use theory–practice–philosophy for the design of curriculum and instruction.

Flowers Through Concrete

2021 ◽  
Author(s):  
Juliane Fürst
Keyword(s):  
Soviet Union ◽  
Psychiatric Hospitals ◽  
Stable Relationship ◽  
Youth Cultures ◽  
The Soviet Union ◽  
The World ◽  
The Face ◽  
History Of ◽  
Late Socialism

Flowers through Concrete: Explorations in Soviet Hippieland does what the title promises. It takes readers on a journey into a world few knew existed: the lives and thoughts of Soviet hippies, who in the face of disapproval and repression created a version of Western counterculture, skilfully adapting, manipulating, and shaping it to their late socialist environment. This book is a quasi-guide into the underground hippieland, situating the world of hippies firmly in late Soviet reality and offering an unusual history of the last Soviet decades as well as a case study in the power of transnational youth cultures. It tells the almost forgotten story of how in the late sixties hippie communities sprang up across the Soviet Union, often under the tutelage of a few rebellious youngsters coming from privileged households at the heart of the Soviet establishment. Flowers through Concrete recounts not only a compelling story of survival against the odds—hippies were harassed by police, shorn of their hair by civilian guards, and confined in psychiatric hospitals by doctors who believed nonconformism was a symptom of schizophrenia. It also advances a surprising argument: despite obvious antagonism the land of Soviet hippies and the world of late socialism were not incompatible. Indeed, Soviet hippies and late socialist reality meshed so well that the hostile, yet stable, relationship that emerged was in many ways symbiotic. Ultimately, it was not the KGB but the arrival of capitalism in the 1990s that ended the Soviet hippie sistema.

The Emergence of the New Cold War: The Syrian and Ukraine Conflicts

2016 ◽  
Vol 20 (2) ◽  
pp. 135-156
Author(s):  
Mediel Hove
Keyword(s):  
United States ◽  
Cold War ◽  
Soviet Union ◽  
Former Soviet Union ◽  
The United States ◽  
The Soviet Union ◽  
The Us ◽  
The World

This article evaluates the emergence of the new Cold War using the Syrian and Ukraine conflicts, among others. Incompatible interests between the United States (US) and Russia, short of open conflict, increased after the collapse of the former Soviet Union. This article argues that the struggle for dominance between the two superpowers, both in speeches and deed, to a greater degree resembles what the world once witnessed before the collapse of the Union of Soviet Socialist Republics (USSR) in 1991. It asserts that despite the US’ unfettered power, after the fall of the Soviet Union, it is now being checked by Russia in a Cold War fashion.

scholarly journals Between Berlin and Moscow: Polish Western Thought in the Twenty-Year Interwar Period

2020 ◽  
Vol 8 (2) ◽  
Author(s):  
Marek Masnyk
Keyword(s):  
Soviet Union ◽  
Everyday Life ◽  
Former Soviet Union ◽  
Soviet Period ◽  
Russian History ◽  
Imperial Period ◽  
Academic Publications ◽  
History Of ◽  
History Of Culture ◽  
The Russian Empire

This article deals with the professional discussion about the so-called “difficult questions” of Russian history that involves historians and teachers in the now independent republics of the former Soviet Union and Eastern Block. Both academic publications and teaching books are used as primary sources for the study. In the first section, the author studies several problems connected with the origin of Russian statehood, the Varangian question, and civilizational characteristics of East Slavic nations. The second section is devoted to the Russian imperial past and especially to the discourse on colonialism, which is often used as an explanatory model for the imperial period by historians and textbook authors in some of the post-Soviet countries. The third section is concerned with the conception of the 1917 revolution. The author emphasizes the fact that the conception of a continuous revolutionary process (1917–1922) has yet to be accepted by Russian secondary schools. In this part, the author considers several other factors significant for understanding the revolutionary process including issues such as the origins of the First World War and the developmental level of the Russian Empire in the early twentieth century. In the fourth section, the article discusses the conception of the 1930s Soviet modernization along with negative opinions about the Soviet period given by scholars of different former Soviet republics. In the fifth section, the author briefly observes contemporary studies of culture and everyday life. It is concluded that the history of culture is not represented well in Russian school textbooks, and it is also found that the studies on everyday life are often lacking in depth. Discussing various “difficult questions” of Russian history, the author highlights controversial historical ideas and opinions, formulated in the post-Soviet countries during the last decades.

scholarly journals Lingvo-Pedagogical Understanding of the Concepts of “Discourse Competence” and “Patriotic Discourse”

2019 ◽  
Vol 9 (2) ◽  
pp. 1839-1844
Keyword(s):  
Historical Analysis ◽  
Educational Process ◽  
Point Of View ◽  
The World ◽  
History Of ◽  
Methodological Approaches ◽  
Discourse Competence ◽  
Definition Of ◽  
The University ◽  
Liberal Culture

The article attempts to comprehend the essence and possibility of forming discourse competence among foreign and Russian students with simultaneous immersion in patriotic discourse. It is highlighted that the addition of the humanitarian series of “History of Civilizations” and “Features of Russian Civilization” to the educational process at the university creates the necessary pedagogical conditions for organizing a special linguo-ethno-cultural environment that forms active social interaction of authors within the framework of the medical and patriotic linguistic scenario. The authors of the article conducted a semantic and historical analysis of interpretations of the concept of “patriotism” that were studied from the point of view of traditional and liberal culture. The article presents the results of a socio-pedagogical study of students' perceptions of this concept. The article describes various theoretical and methodological approaches to the definition of the concepts of “discourse” and “discursive picture of the world” as well as psycholinguistic features of the method of semantic differential. Special attention in the article is paid to the typologies of discourse presented in the scientific literature. The authors of the article present the principle of genre and the principle of thematic correlation as the basis for distinguishing between types of discourse and highlight differences in language and discursive pictures of the world. The tasks of educators is to form not only purely medical discursive competence, but also to immerse the listener in “correctly” interpreted picture, saturated with verbal patterns that allow to create statements of patriotic content.

812 Competency Based Goals for Sleep Medicine Curriculum in Undergraduate Medical Education in India: A Survey

SLEEP ◽  
2021 ◽  
Vol 44 (Supplement_2) ◽  
pp. A317-A317
Author(s):  
Puneet Nagendra ◽  
Lingadevi Thanasekaran
Keyword(s):  
Medical Education ◽  
Sleep Disturbances ◽  
Clinical Teaching ◽  
Sleep Medicine ◽  
Learning Objectives ◽  
Medical Education Program ◽  
Consensus Statements ◽  
Education In India ◽  
Competency Based ◽  
Medical Faculties

Abstract Introduction Sleep is recognized the world over as very important in health and disease. But there is no articulated curriculum in undergraduate (UG) medical education in India. Whence incorporated, these learning objectives serve as an important bridge across multiple medical faculties like pulmonary medicine, neurology, ENT, psychiatry, and basic sciences. Methods After obtaining informed consent, a questionnaire-based electronic survey was circulated to clinical/non-clinical teaching medical faculties in December 2020. They were asked to prioritize the objectives of the sleep medicine curriculum for the UG medical education program. The objectives were listed under knowledge and skill-based competencies each having 9 and 10 questions respectively, scale rated 1–5. Objectives were enlisted from the previous studies, consensus statements and modified according to the local needs after face to face meetings with faculties involved in UG curriculum development. Results Out of 400 faculty members from different medical schools all over India, 127 had responded. None of the Indian institutions had sleep medicine in their UG curriculum. 112 (88%) members showed their interest to begin a UG program. The suggested sleep medicine curriculum proposes a vertical integration of competency-based goals into the core curriculum with a clinical angle which will require skill and knowledge-oriented modules. Amongst the knowledge-based competency, sleep loss and its health effects (77%) was more preferred than distinguishing sleep in newborns and adults (36%). Whereas in the skill-based competency providing advice on sleep hygiene (71%) was more preferred than sleep disturbances during pregnancy and menopause (33%). When our curriculum gets implemented, it is possible to provide exposure to sleep-related disorders early on for the UG’s. This will invoke their interest and thus serve to bridge the lacunae caused by the shortage of trained sleep specialists in India. Conclusion From our study, the learning objectives of the sleep medicine curriculum have been prioritized and are ready for implementation. The survey has also created awareness and interest amongst the Indian medical teaching faculty. Support (if any):

Modern domestic cinema and the legacy of shaken Aimanov

Keruen ◽  
2020 ◽  
Vol 4 (69) ◽  
Author(s):  
A.S. Jumadilov ◽  
Keyword(s):  
National Identity ◽  
Soviet Union ◽  
National Culture ◽  
Film Industry ◽  
National Cinema ◽  
Soviet State ◽  
The Soviet Union ◽  
The World ◽  
History Of ◽  
First Time

Following the collapse of the Soviet Union, the post-Soviet state of post-Soviet autonomous republics turned out to be the ideology for which cinematographers and screenwriters have to make a film epic of epoch - national cinema. In this article, the author can only use the ever-present cinematography, the unmerciful nationalistic culture, the ideological orientation of the film industry, the uniqueness or national identity. It's a good idea to have a world-renowned artisan who is doing all the same, seeking internationalization and gloss? Another - cinematic and astrophysical art of Shaken Aimanov, whose works live in volumes or polls, and others. For many years, many changes have taken place in the national cinema, such as national culture, a national emblem of national culture. For the first time in the history of national cinema, national cinema and the world of cinema, the future and future films have been transformed into a lot of changes. The Concept of distinguished singer Shaken Aimanova is embodied in the volume, which, unlike the researchers and artists all over the world of cinema Shaken Aimnayev, the director of which, as long as he is a filmmaker, creates a film studio as part of national culture.

The history of formation and development of additives to lubricants

2021 ◽  
pp. 43-48
Author(s):  
E.A. Naghieva ◽  
Keyword(s):  
Soviet Union ◽  
Former Soviet Union ◽  
Technological Development ◽  
Scientific Basis ◽  
Laboratory Staff ◽  
Mineral Oils ◽  
Functional Additives ◽  
History Of ◽  
Academy Of Sciences

The technological development led to the substitution of vegetable and animal oils for the mineral ones. With further development of engine manufacturing, the requirements to the quality of lubricants increased. It was revealed that the mineral oils, as though they are cleaned, do not satisfy the requirements. In this regard, the new method for the improvement of the quality of lubricants is the addition of organic compounds with various functional groups providing the lubricants with set properties into so-called “additives”. In 1945 on the offer of academician U. Mammadaliev a laboratory of the lubricants and additives had been established and leaded by academician A.M. Kuliev under AzNIINP named after V.V. Kuybyshev. Fundamental studies of this staff were considered a basis for the development of industrial production of efficient additives in the former Soviet Union. First developments of the staff related to the depressor and detergent, afterwards to the multi-functional additives. Based on carried out surveys by the laboratory staff the first local additives – depressors AzNII, AzNII-4, AzNII-5, AzNII-TSIATIM etc. have been developed in Azerbaijan. The success of the staff in the studies and developments, as well as the presence of qualified specialists in the chemistry of additives promoted the establishment of the single in our country profiled Institute for the chemistry of additives of the Academy of Sciences of Azerbaijan SSR under the leadership of A.M. Kuliev in 1965. The diapason of fundamental works, enabling to develop the scientific basis of synthesis of efficient additives of optimum structure has been dramatically increased. Numerous efficient additives of various purpose have been obtained. The lubricants are being used in all spheres of the economy.

Using Backward Design for Competency-Based Undergraduate Medical Education

2017 ◽  
pp. 53-76 ◽  
Author(s):  
Barbara L. Joyce ◽  
Stephanie M. Swanberg
Keyword(s):  
Medical Education ◽  
Medical Curriculum ◽  
The United States ◽  
National Standards ◽  
Design Model ◽  
Professional Organizations ◽  
Backward Design ◽  
Learner Outcomes ◽  
History Of ◽  
Competency Based

This chapter focuses on strategies for approaching competency-based medical education (CBME) in the undergraduate medical curriculum (UME). CBME uses national professional standards, typically set by accrediting bodies or professional organizations, to shape curricular design and assessment of learner outcomes as well as to provide clarity to the learner about the knowledge, skills, and attitudes needed for successful practice. Wiggins and McTighe's (2015) Backward Design instructional design model provides a practical structure for approaching CBME since it proposes beginning with the national standards, defining outcomes and assessment methods, and then developing curricular content. The chapter will describe the backward design model, the history of CBME in the United States, current issues with CBME, and use of an integrated curriculum to successfully implement CBME. It will culminate with a discussion of creating action plans for individual programs to align assessment and outcome measures more directly to curriculum.

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