Makhalova G.O., Mikhailova E.A., Kshnyaseva S.K., Konstantinova O.D., Zherebyatyeva O.O., Fomina M.V., Pervushina L.A., Aznabaeva L.M., Kirgizova S.B., Lyashenko I.E.
HYPOBARIC HYPOXYTHERAPY AS THE FACTOR OF THE REGULATION OF MICROECOLOGICAL VIOLATIONS OF THE UROGENITAL BIOTOPE AT NONCARRYING OF PREGNANCY PREGNANCY NOT INCUBATION ^{[№ 8 ' 2017]}
In the clinical medicine, various methods of the hypoxic system are widely used as a non-medicament means of correction of the functional state. The study included the biological material of 90 women planning a pregnancy. The authors evaluated the effect of hypobaric hypoxic therapy in complex pregravid preparation for the normalization of cytokine levels in the cervical discharge in women with habitual miscarriages of the fetus. Concentrations of IL-1β and γ-IFN were performed using the solid-phase ELISA method, using reagent kits from Cytokine (St. Petersburg, Russia). Hypobaric treatment is carried out in the Russian medical vacuum unit-the Ural-1 pressure chamber. In women, before the planned pregnancy, the level of IL-1β averaged (40.7 ± 2.8) pg/ml, the concentration of INF-γ was (46.0 ± 2.3) pg/ml. Comparative evaluation with healthy indices revealed that these values exceed the lessons of the test markers in healthy women. In patients treated under the conditions of a pressure chamber, indications, in comparison with the initial, the content of proinflammatory cytokines, namely IL-1β, was determined on average in a concentration of (17.9 ± 2.8) pg/ml. As for changes in the concentration of INF-γ, its level significantly decreased after hypobarotherapy and amounted to (6.1 ± 1.3) pg/ml. Based on the results of the work, the authors worked out a method for hypobaric hypoxic therapy, suitable for treating this group of patients. The essence of the technique is that the inclusion in the complex pregravid preparation of 22 GPG sessions for 2 hours daily may be expedient, since it leads to a level of proinflammatory cytokine levels, bringing them closer to the level of healthy women.

Mikhailova E.A., Konstantinova O.D., Kshnyasev S.K., Fomin V.M., Zherebyateva O.O., Kalinina L.A., Mahalova G.O., Faizullina E.K.
SOME OF THE TECHNIQUES AND THE WAYS TO ENHANCE COGNITIVE ACTIVITY OF STUDENTS MEDICAL SCHOOL ^{[№ 1 ' 2016]}
Realization of fgos of new generation aimed at the inclusion of more techniques and training methods that stimulate creativity of both teachers and learners, paying particular attention to feedback. This is especially true for medical schools. In all fields of knowledge are rapidly increasing the amount of information that must be adapted to broadcast to the students and to evaluate its assimilation in a limited number of teaching hours allotted to the discipline. From this point of view, the application of programmed learning, in particular the control of mastering of knowledge, is very appropriate and justified. The use of carefully designed learning programs and algorithms with a rigid sequence of controlling influences is not in doubt. In practical sessions the teacher is able to diagnose the level of student to the lesson. Such methods allow control over certain sections of the course. The learning process of medical school is designed so that a student, mastering knowledge of the cycles of biomedical Sciences, clinical disciplines, mastering the methods and techniques of General and private medical thinking, diagnostic techniques. Therefore, the learning process aims at developing the learner qualities required of clinical thinking, the development of its activity. Targeted and tailored exposure to a teacher and textbooks, ultimately, should lead to the development and promote self-development of the student. Along with this, the deepening of knowledge, development of elements of creativity, professional and communicative skills, are best implemented when the organization of the collective work. Collective learning is characterized by the activity of all, cooperation in problem solving and collaborative discussion. In this case, each member of the team has the opportunity to act as teachers or in the role of the learner. In the practice of teacher didactic tasks discussed our directions become more specific forms and purposes: for example, to enable the student to recognize by external signs some causes of disease, to analyze data describing the condition of the patient, read X-rays, an electrocardiogram, to analyze blood, urine, feces, perform palpation, to sew up the wound, etc.