Fomina M.V., Mikhailova E.A., Zherebyateva O.A., Sokolova O.Ya., Fateeva T.A., Borisov S.D., Aznabaeva L.M., Bibartseva E.V., Liskova E.V., Lyashenko I.E.
FEATURES OF COMMUNICATION IN THE ELECTRONIC INFORMATION AND EDUCATIONAL ENVIRONMENT IN THE CONDITIONS OF DISTANCE LEARNING ^{[№ 2 ' 2022]}
The field of higher education can be called one of those that the COVID-19 pandemic has had the most impact on a global scale. The changes affected, first of all, the format of communication. The aim of the study was to study the preferences of students in the use of social networks, instant messengers for communication, platforms for posting content, video conferencing services for online lectures and consultations during the periods of May-June and November-December 2020. The study showed that in the period May-June 2020, respondents preferred WhatsApp in 50% of cases, email 42.8%, video conferencing services Zoom Meetings 3.6%, Google Meet web application 3.6%. That testified to the role of mobile means of communication in the educational process. The second survey, which took place in November-December 2020, showed a trend of using Zoom Meetings at 50%, email at 28.6%, WhatsApp at 7.2% of cases. According to the respondents, Zoom Meetings proved to be the most convenient tool (72.4%), which, according to users, has a functional interface (75.8%), the ability to share a screen (89.6%), an audio recording and video recording service of a conference ( 96.5%. In turn, Skype was considered convenient for video conferencing by only 13.8% of respondents, along with this, a big minus was noted — there was no possibility of screen sharing. Thus, it is difficult to overestimate the impact of the pandemic on the transition of higher educational institutions to a remote form of work, which radically changed communication in the electronic information and educational environment of universities and posed the problem for the teaching staff in an extremely short time to master digital tools for implementing the educational process using distance learning technologies.

Fomina M.V., Mikhailova E.A., Zherebyateva O.O., Kirgizova S.B., Lyashenko I.E., Sokolova O.Ya.
VALUABLE ORIENTATIONS OF FOREIGN STUDENTS UNDER SOCIAL INTERACTION UNDER THE CONDITIONS OF THE UNIVERSITY EDUCATIONAL ENVIRONMENT ^{[№ 2 ' 2020]}
Russian universities are actively positioning themselves on the international export market of educational services, and therefore educational migration has become the realities of our day. Significant is the formation of the value orientations of foreign students in the aspect of social interaction in the educational environment of the university.
We conducted a study on the diagnosis of value orientations of foreign students of a medical university according to the method of S. Schwartz. The statistics of answers showed that the most significant for students in this period of life are the achievements associated with educational success (80.8 % of respondents). According to the data obtained, being in a foreign country, foreign respondents in 82.2 % of cases put priority on the well-being of people close to them. In turn, 78.1 % of foreign respondents noted for them the importance of independence and freedom that they received when they came to study in Russia. As the study showed, power and tradition are not a priority for entering the educational environment of the university for respondents (among 80.8 %). At the same time, 76.7 % of Indian students do not prioritize manifestations of social power, such as controlling other people and managing their actions. With regard to material security, 60.9 % of respondents prefer to think more about the soul than about the material, which may be explained by differences in incomes of families of students. Response statistics showed that 72.0 % of young people rate safety as not very important, which indicates a comfortable stay in Russia.
Thus, the educational environment in the context of the higher education system is decisive in the formation of personal values and the disclosure of the internal potential of foreign students, thereby significantly determining the image, prestige and relevance of the university.

Fomina M.V., Mikhaylova E.A., Aznabaeva L.M., Kirgizova S.B., Zherebyateva О.О.
THE COMMUNICATIVE COMPONENT OF EDUCATIONAL CONTENT IN THE ASPECT OF CORPORATE CULTURE MEDICAL UNIVERSITY ^{[№ 6 ' 2018]}
Professional medical activity has a number of specific features, its success is determined not only by professional knowledge and skills, but also interpersonal communication skills. In connection with the increasing requirements to the level of communicative competence of a specialist, the formation of a communicative component of the content of education that contributes to the formation of professionally significant qualities in students of a medical University, providing a communicative basis for future successful professional activity becomes relevant.
We carried out a study on the diagnosis of the empathic ability of medical students on techniques A. Mehrabian, N. Epstein and V.V. Boyko. The study showed that 39.4% of the surveyed students have an average level of formation of empathic abilities, 51.1% — low and 9.5% — very low. In 89.6% of girls in communication dominated emotional channel, due to the greater ability of girls to enter into an emotional resonance with others. 54.5% of the boys showed the rational and 44.4% — intuitive channels of empathy. Attention is drawn to the fact that only 34.4% of students demonstrated an average ability to empathy, which indicated a lack of skills to create an atmosphere of information and energy exchange in interaction with patients, and 55.5% of respondents did not identify themselves as a subject of empathic relations in future professional activities.
Our results indicate the need for early diagnosis and further development of professionally significant communicative qualities of the future doctor at all stages of Higher education, based on the principles of corporate culture of the medical University and the traditions of the Russian medical school.

Fomina M.V., Mikhailova E.A., Kuznetsova N.P., Morozovа A.I., Kirgizova S.B., Aznabaeva L.M., Zherebyatyeva O.О., Safarova D.R.
MEDICAL-ECOLOGICAL ASPECTS OF RESISTANCE MICROFLORA IN CHILDREN WITH ACUTE INFLAMMATORY DISEASES OF THE UPPER RESPIRATORY TRACT ^{[№ 12 ' 2017]}
Inflammatory diseases of the upper respiratory tract bacterial nature of the disease, which most often otolaryngologists in modern conditions are becoming increasingly epidemiological, economic and social significance. The trend in recent years has been the changing epidemiology of causative agents of this disease, the properties of the pathogens, resistance to drugs. Along with this, there are regional differences of indicators of resistance of microorganisms, which complicates the selection of antimicrobial agents in starting empirical therapy of acute rhinosinusitis in children. A monitoring study of the species composition of microflora of nasal cavity showed that, along with the leading (80.3 %) etiologically significant representatives of pathogenic flora — gram-positive cocci (mainly Staphylococcus аureus and Staphylococcus haemolyticus), the microflora was represented by gram-negative rods bacteria of the genus Klebsiella (Klebsiella pneumonicae) — 1.6 %. Among non-fermenting gram-negative bacteria in 0.8 % of cases were allocated to members of the genus Pseudomonas. According to the study, the selected isolates of Staphylococcus haemolyticus were not sensitive to ampicillin/sulbactam in 75 % of cases, ceftazidime — 73.3 %, the highest activity possessed antimicrobial agents ceftriaxone (87.5 %) and azithromycin (89.1 % of cases). In turn, Staphylococcus аureus in 54.5 % of cases were sensitive to ceftazidime, 45.4 % to oxacillin. Observed high sensitivity of the pathogen to erythromycin (100 %), gentamycin (100 %), ofloxacin and ceftriaxone — 90.9 % of cases. The results obtained, taking into account regional differences in the indicators of resistance of microorganisms and their sensitivity to antibiotics, can be used in starting the empirical therapy of acute rhinosinusitis in children.

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.