Academic literature on the topic 'Medical-pedagogical treatment'

The article describes the specifics of pedagogical training courses for residents and postgraduate students. Analysis of regulatory documents and scientific literature made it possible to assess the pedagogical activity of a doctor, and substantiate the need for its study in residency. Analysis of pedagogical training vectors for residents at the Pavlov First Saint Petersburg State Medical University showed that the training program includes following vectors: development of pedagogical competencies for work in “school for patients” and psychological and pedagogical support in the process of diagnosis, treatment, rehabilitation; ensuring the preservation of the patient dignity; facilitating patient-­centered care. It also describes the specifics of the pedagogical training of postgraduate students, related to activities of a higher school teacher: during this stage of training, competencies are formed that are focused on pedagogical activity, teaching at a medical university. As part of the training of postgraduate students at a medical university, knowledge and skills are developed in the planning and implementation of the pedagogical process in a higher educational medical institution. At the same time, for the doctor-­teacher practitioner, the importance of all the competencies that are included in the pedagogy program for residents remains. Thus, the principle of the continuity of post­-graduate pedagogical training is implemented.

The article deals with the issues of social, medical and pedagogical rehabilitation of a sick child. It is concluded that with a differentiated and long-term interaction of the medical team of a treatment and rehabilitation institution with the patient's family, it is necessary to solve problems related to the involvement of parents in the process of social, medical and pedagogical rehabilitation of a sick child, to increase the patient's and his parents' motivation for recovery and their active participation in rehabilitation process, which will create a favorable atmosphere and affect the course and results of treatment.

<p style="text-align: justify;">This article is aimed at updating the specifics of implementing an interdisciplinary approach in psychological and pedagogical support for children in need of long-term treatment in medical hospitals. The publication describes the importance and possibilities of team interaction between specialists of helping professions in providing psychological and pedagogical support for children in need of long-term treatment with chronic somatic diseases. To implement an interdisciplinary approach, it was found that it is important to take into account the special needs of children in need of long-term treatment, their psychological and social characteristics. An approach to determining the current emotional state, higher mental functions, and personal characteristics of young patients studying in hospital schools is presented. Based on identified current needs, a comprehensive system of pedagogical rehabilitation and psychological and pedagogical support in a hospital school was formed, and the specifics of correctional and developmental, educational, advisory and preventive work of employees of the psychological and pedagogical support service were determined.</p>

The complex program of psychological, pedagogical and medical rehabilitation assistance to chil-dren affected by military operations and armed conflicts “Andryushka” was created with the aim of providing differentiated comprehensive psychological, medical, social and rehabilitation assistance to children with disabilities from combat zones and armed conflicts. The program is distinguished by the complex nature of psychological and pedagogical support, the presence of a course of medical, cultural and environmental rehabilitation. All program participants during the day receive psychologi-cal, pedagogical and speech therapy assistance, attend master classes, cultural and leisure activities, museums and exhibition complexes, undergo comprehensive medical rehabilitation: medical examinations, medical massage, exercise therapy, balneo- and speleotherapy , mechano- and ergo-therapy, vitamin therapy, robotic and computerized rehabilitation, locomotor therapy, physiotherapeutic and drug treatment in accordance with doctors’ prescriptions, etc. drawing up an individual escort plan (2 days); stage of active psychological and pedagogical, defectology and speech therapy support of cultural, environmental and medical rehabilitation of program participants (17 days); the stage of the final comprehensive psychological, medical, social and medical examination of the program participants with the preparation of recommendations for parents on the further support and re-habilitation of children (2 days). The total duration of the program is 21 days.

Physical rehabilitation of patients with type 2 diabetes mullitu (DM) is a complex process and requires long-term, systematic and gradual use of a set of tools to achieve compensation for diabetes, prevention of its complications. Generalization of experience in the use of physical rehabilitation in type 2 diabetes is an important task for scientists. The paper work shows that the basis of rehabilitation of patients with diabetes mellitus of this type are its principles such as systematicity, individuality and complexity of rehabilitation measures. They are aimed at the treatment and prevention not only of diabetes mellitus, but also of the patient's body as a whole.
 The purpose of the study - theoretical and practical justification of the need and essence of physical rehabilitation for type 2 diabetes and evaluation of the effectiveness of the developed program.
 Research methods: pedagogical (theoretical analysis and generalization of pedagogical and medical-biological literature); analysis of the medical cases; pedagogical testing; pedagogical experiment; clinical research methods; methods of mathematical statistics.
 The results of the use of physical rehabilitation in the complex treatment of type 2 diabetes mellitus at the dispensary stage of rehabilitation to maintain and improve the physical condition, efficiency in the life of patients and prevention of complications of various etiologies and comorbidities of this group of patients. The experiment involved 24 patients aged 44-59 years. The program of physical rehabilitation has been developed, the main components of which are therapeutic exercise, mechanotherapy, dosed stroke and massage. It is established that the means of physical rehabilitation contribute to the sustainable compensation of type 2 diabetes.

Теоретическая подготовка будущих врачей в России была и остается на удовлетворительном уровне, однако значительно ухудшилась практическая подготовка врачей общей практики и других специальностей, на что влияют субъективные и объективные факторы. Хотя теоретическая подготовка студентов VI курса до сих пор сохраняется на удовлетворительном уровне, практическая подготовка врачей после окончания вуза значительно отстает. Указанное обусловлено тем, что кафедры внутренней медицины, на которых закладываются основы подготовки врача любой специальности, очень плохо оснащены диагностической, научной и недостаточно — учебной аппаратурой, которая должна использоваться в учебном процессе. Ежегодно из учреждений медицинского и фармацевтического образования Минздрава выпускается более 10 тысяч человек образовательного уровня «специалист» (магистр). В то же время, эффективной системы прогнозирования потребности в медицинских кадрах пока нет. Существующие реестры медицинских работников не отражают реальной картины, поскольку построены по советским принципам. Реформа финансирования системы здравоохранения, начатая в 2017 году, приведет к изменению количества и функциональных обязанностей медицинского персонала. Соответственно, любое долгосрочное прогнозирование потребует корректировки. Множественная миелома – парапротеинемический гемобластоз, который характеризуется злокачественной опухолевой пролиферацией плазматических клеток одного клона с гиперпродукцией моноклонального иммуноглобулина или свободных моноклональных цепей иммуноглобулинов, достаточно сложное заболевание, требующее значительных диагностических и практических усилий для соответствующего лечения. Именно поэтому, важность обучения диагностики и лечения множественной миеломы студентами медицинских вузов является актуальной задачей. Ключевые слова Множественная миелома, миеломная болезнь, плазмоцитома, генетические изменения. The theoretical training of future doctors in Russia has been and remains at a satisfactory level, but the practical training of general practitioners and other specialties has deteriorated significantly, which is influenced by subjective and objective factors. Although the theoretical training of the sixth-year students is still at a satisfactory level, the practical training of doctors after graduation is far behind. This is due to the fact that the departments of internal medicine, which lay the foundations for the training of a doctor of any specialty, are very poorly equipped with diagnostic, scientific and insufficiently — educational equipment that should be used in the educational process. Every year, more than 10 thousand people of the "specialist" (Master's) educational level graduate from the medical and pharmaceutical education institutions of the Ministry of Health. At the same time, there is no effective system for predicting the need for medical personnel yet. The existing registers of medical workers do not reflect the real picture, because they are built on Soviet principles. The reform of the financing of the health care system, launched in 2017, will lead to a change in the number and functional responsibilities of medical personnel. Accordingly, any long-term forecasting will require adjustments. Multiple myeloma-paraproteinemic hemoblastosis, which is characterized by malignant tumor proliferation of plasma cells of a single clone with hyperproduction of monoclonal immunoglobulin or free monoclonal chains of immunoglobulins, is a fairly complex disease that requires significant diagnostic and practical efforts for appropriate treatment. That is why the importance of teaching the diagnosis and treatment of multiple myeloma to medical students is an urgent task.

The article is devoted to determining the total number of endocrine disorders of the thyroid gland among children with speech disorders based on medical ultrasound data. The author of the article outlines that due to the fact that the prevalence of speech disorders is 100% among children with hypothyroidism, the following question deserves attention: “How many endocrine disorders can occur in children with speech disorders?”. Methods of research. Within the framework of the social and dispatching work of specialists of the psychological-medical-pedagogical commission, the referral of children with speech disorders to a medical ultrasound examination of the thyroid gland was organized. At the same time, none of the children had previously been examined by an endocrinologist or received appropriate treatment. The first group of children attended speech therapy classes at the Center for Psychological and Pedagogical Rehabilitation and Correction in Nizhneudinsk in the 2013-2014 academic year. The second group of children attended preschool educational institution №208 in the 2016-2017 academic year. The study allowed to draw the following key conclusions: in children with speech disorders in 40% of cases do have previously undetected endocrine disorders that deserve close attention and study by medical professionals, both of primary health care institution (Institute of Pediatrics) and pediatric endocrinologists; 29% of children with speech disorders potentially need the help of an endocrinologist. The algorithm for sending parents of children with speech disorders to consult medical specialists, whose help the child may need is presented in the article. The results of the study may be of interest to a wide range of medical and pedagogical specialists working in the system of school psychological and pedagogical councils, central and territorial psychological and medical and pedagogical commissions in the current conditions of the Federal State Educational Standards (FSES) implementation.

Results of the analysis and comparison of official statistics and selective studies of the health status of young children brought up in children’s homes and in the children’s population over the past decade are presented. It has been established that The state of health of charity-children of children’s homes by the nature and structure of disorders was established to differ from the state of health of children in the population. The authors propose to implement a number of measures to ensure the improvement of the quality of medical and psychological-pedagogical assistance to children with combined forms of pathology; to introduce in the child’s homes modern medical-psychological-pedagogical assistance to a severe contingent of children based on interdisciplinary interaction, to improve the system of gradual rehabilitation treatment and comprehensive medical rehabilitation of children of the first year of life, taking into account the structure of health disorders.

The article offers a systematized review of scientific data on current development of psychological and pedagogical support technologies in complex rehabilitation of children with Spinal Muscular Atrophy (SMA) in both Russian and international practice. In addition, the paper presents current state and areas of psychological and pedagogical support of families of children with the rare genetic disorder, as part of complex rehabilitation process. Moreover, the article defines the prospects of studying the children’s special educational needs, along with defining the criteria in selection of educational patterns and programs for children with different types of SMA. As a result, the article concludes that a differentiated approach in psychological and pedagogical support of children with SMA and their parents, as part of a complex rehabilitation process, allows for individualized selection of rehabilitation treatment methods that promote moderation of pathological processes and prevent possible complications related to the disease.

Purpose: to scientifically substantiate, develop and evaluate the effectiveness of the physical therapy program for infants with hip dysplasia. Material and methods: analysis of scientific and scientific-methodological literature, medical-biological methods and medical-pedagogical observations, methods of mathematical statistics. Results: an analytical analysis of modern approaches to physical therapy of infants with hip dysplasia during conservative treatment was carried out. A physical therapy program for children with the above pathology was developed and implemented in clinical practice. Conclusions: it was established that the developed program of physical therapy for infants with hip dysplasia significantly improves the results of their treatment and rehabilitation.

La question des sens, de l’éveil sensoriel et de la sensorialité est très présente dans le travail au quotidien auprès des enfants présentant des troubles envahissants du développement. Les neurosciences, la psychanalyse, la psychologie cognitivo-comportementaliste accordent tous, à leur façon, une grande importance à la question de la sensation dans le développement des enfants ou encore dans le fonctionnement de son processus psychique. Dans leurs écrits, Claude Wacjman, Jacques Hochmann notent comment la philosophie du XVIIIème siècle, et notamment celle de Condillac, a contribué à forger les premières méthodes éducatives spécialisées qui font, encore aujourd’hui, sentir leur influence. Trois pédagogues ont en effet marqué, en France, la prise en charge des enfants présentant des difficultés majeures dans leur développement, enfants appelés alors « anormaux » : Itard, Seguin et Bourneville. Cette thèse est donc l’occasion de venir interroger la place de la sensorialité dans la pédagogie spécialisée en choisissant une approche historique et en questionnant, au regard de cette notion, le travail de ces trois pionniers. Une analyse des différents ouvrages laissés par ces trois auteurs, de la philosophie de Condillac et de ses successeurs, permet de dégager des éléments de réponse quant à la structuration de leur pédagogie au regard de cette question de la sensorialité. Apparaissent alors deux modèles pédagogiques qui perçoivent le rôle de la sensation d’une manière différente : le premier fait de la sensation la condition indispensable au bon développement de l’enfant et le second propose un modèle global, incluant la sensorialité dans un ensemble d’éléments interconnectés. Ces différents modèles obligent alors les acteurs de la pédagogie spécialisée du XIXème à faire des choix, à porter leur attention sur des éléments spécifiques du développement de l’enfant et à créer des outils pour améliorer la prise en charge de chacun. Ces différents éléments, comme une boucle, font alors écho à des pratiques actuelles dans le domaine de l’accompagnement des enfants présentant des troubles variés du développement<br>The question of the senses, sensory awakening and sensoriality is very present in the day-to-day work with children with Pervasive Developmental Disorder. Neuroscience, psychoanalysis and cognitive-behavioural psychology all attach great importance, in their own way, to the question of sensation in children's development and in the functioning of their psychological processes. In their writings, Claude Wacjman and Jacques Hochmann note how eighteenth-century philosophy, and Condillac's in particular, helped to forge the first specialised educational methods, whose influence is still felt today. In France, three educationalists made their mark in the care of children with major developmental difficulties, known at the time as 'abnormal' children: Itard, Seguin and Bourneville. This thesis is therefore an opportunity to examine the place of sensoriality in special education by taking a historical approach and examining the work of these three pioneers in the light of this concept. An analysis of the various works left by these three authors, of Condillac's philosophy and that of his successors, will provide some clues as to how their pedagogy was structured in relation to this question of sensoriality. Two pedagogical models emerge which perceive the role of sensation in a different way: the first makes sensation the essential condition for the child's proper development, while the second proposes a global model, including sensoriality in a set of interconnected elements. These different models meant that those involved in special education in the 19th century had to make choices, focus their attention on specific aspects of children's development and create tools to improve the care they received. These different elements, like a loop, then echo current practices in the field of support for children with various developmental disorders

Bakgrund. Innan dess att svensk psykiatri genomgick övergripande förändringar genomsyrades mentalhälsovården av olika psykologiska teorier vilka sedermera kom till att utgöra väsentliga beståndsdelar inom den “vårdkulturella revolutionens” fundament. Detta utmynnade därefter i svensk socialpsykiatris tillblivelse varigenom dessa försöksverksamheters väl fungerande praxis och kunskaper till synes har glömts bort genom åren. Metod. När, varför och hur har det gått från att vårdgivare/klient-relationen tidigare har betraktats vara “god” till att i dessa dagar te sig “avhumaniserad”? Hur var denna relation förr, hur är den i dag och hur kan den förslagsvis göras bättre framöver? För att kunna besvara detta tas en närmare blick, genom manifest kvalitativ innehållsanalys med konventionell (induktiv) ansats, på svensk hälso- och sjukvård emellan åren 1960–1980 såväl som en om än konkretiserad djupdykning ned i 1970-talets “nya psykiatri” och socialpsykiatriska försöksverksamheter. Resultat. Vägarna till utformandet av en vårdvärnande relation emellan vårdgivare och klient återfinns inom vårdgivarens bemötande och tillvägagångsätt gentemot klienten. Vad som fordras är en tillitsfull atmosfär och att bådadera parterna upprätthåller kontinuerlig kontakt (Gustafsson, 2010) vari tid bistår med goda förutsättningar i utformningen av funktionella tillika utvecklande allianser (Topor &amp; Denhov, 2012). För att brukarinflytande skall fungera under förebyggande arbete, i led om att i största möjliga mån ta uti klienters problematik, krävs ett krispsykoterapeutiskt förhållningssätt och vetskap om psykisk kris genom vilka genuin närvaro uppnås (Cullberg, 1974). Forskning visar även tydligt att vad som behövs vid vårdbemötande är genuin närvaro, medmänsklig förståelse och rak kommunikation: att inte bara se människan, utan även att förstå vad just denna kris innebär för just denna individ såväl som att klientens beteende sett till sin helhet och vad som inte uttrycks säger så mycket mer än vad ord kan någonsin beskriva. Slutsats. Empirin antyder att aktuell forskning anmärker vad som fungerar bra och mindre bra, om inte alls, i relation till vårdbemötande är för all del bra. Men vad om nordisk socialpsykiatris pionjärer såsom Berggren, Cullberg och Haugsgjerd? Aktuell forskning refererar inte till någondera och deras arv tycks vara bortglömt. Så vad om all den kunskap och insikt som förvärvades och införlivades vid tidigare försöksverksamheter såsom Cullbergs kristeori och krispsykoterapi? Aktuell forskning refererar heller inte till någotdera och alltsammans tycks ha gått i stöpet. Vad som däremot framgår är att deras visioner tillämpades med mycket goda resultat vid bland annat Nackaprojektet tillika att sagda teori och psykoterapi tycks ha runnit ut i sanden efter verksamhetens nedläggning. Psykologin och psykiatrin, till syvende och sist, rör sig i ett gränsland emellan vetenskap och humaniora däri de, i samvaro med etisk kodex om att all behandling skall vila på “vetenskap och beprövad erfarenhet”, samexisterar i led om att med fumliga försök fånga livets komplexiteter. Men vart någonstans bör gränsdragningen gå emellan “vetenskaplig professionalitet” och “personlig inlevelse” när man möter någon med psykisk ohälsa, en medmänniska i psykisk kris?<br>Background. Prior to the undertaking of radical changes in Swedish psychiatry, various psychological theories permeated mental healthcare that would subsequently become essential components at the very heart of the “care-cultural revolution.” This subsequently resulted in the creation of Swedish social psychiatry through which trial establishments’ well-functioning praxis and knowledge have, so it seems, been forgotten over the years. Method. How, when and why has it gone from the fact that the caregiver/client-relationship has previously been considered as “good” to in these days feel as though it has become “dehumanized”? How was this relationship in the past, how is it as of today, and how can it be made better for the future? In order to answer this, a closer look, through manifest qualitative content analysis with conventional (inductive) approach, is taken on Swedish health care throughout the 1960s–1980s as well as an elaborate deep dive down into the “new psychiatry” of the 1970s and social psychiatric trial establishments. Result. The paths to the formation of a care-ensuring relationship between caregiver and client are found within caregivers’ attitude and approach towards their clients. What is required is a trusting atmosphere and that both parties maintain continuous contact (Gustafsson, 2010) wherein time provides good conditions in the formation of functional and developing alliances (Topor &amp; Denhov, 2012). In order for user influence to function during preventive work, in line with addressing clients’ problems as much as possible, a crisis psychotherapeutic approach and knowledge of mental crisis is required through which genuine presence is achi-eved (Cullberg, 1974). Research also clearly shows that what is needed during care meetings is genuine presence, compassionate understanding, and straightforward communication: not only to see the person, but also to understand what this particular crisis means for this particular individual as well as that his or her behavior in itself and what is not being expressed says so much more than words can ever describe. Conclusion. Empirical data suggests that current research remarks on what works well and less well, if not at all, in relation to care treatment is certainly good. But what about the pioneers of Nordic social psychiatry like Berggren, Cullberg, and Haugsgjerd? Current research refers to neither and their legacies seem to have been forgotten. So, what about all the know-ledge and insight that was acquired and incorporated in previous experimental activities such as Cullberg's crisis theory and crisis psychotherapy? Current research refers, likewise, to neither and everything seems to have gone down the drain. What is clear, however, is that their visions were applied with very good results in, amongst other things, the Nacka Project as well as that said theory and psychotherapy seem to have faded away following the trial establishment’s closure. Psychology and psychiatry, ultimately, move in a borderland between science and the humanities wherein they, in conjunction with the code of ethics that all treatment is to be based on “science and proven experience,” coexist in line with fumble attempts to capture life’s complexities. But where exactly should the line be drawn between “scientific professionalism” and “personal insight” when meeting someone with mental ill-health, a fellow human being in a mental crisis?

The Guide is intended to systematize and update information on the diagnostics, treatment of arterial hypertension; examination of temporary disability, medical-social and military-medical examination of patients with arterial hypertension, for educational and practical assistance to students of medical universities in clinical residency, postgraduate and post-graduate programs, advanced training of specialist doctors; professors of medical universities in the process of their self-education and self-development, methodological and pedagogical activities.

This teaching aid is intended for students to master the basic stages of genomic editing using CRISPR-Cas9 technology and is compiled in accordance with the requirements of the Federal State Educational Standard of Higher Education in the specialties 31.08.30 "Genetics" and 31.08.06 "Laboratory genetics", as well as taking into account the professional standards of doctors the above specialties; scientific specialties 1.5.7. "genetics" and 3.3.8. "clinical laboratory diagnostics" in the preparation of scientific and pedagogical staff in graduate school&#x0D; The main purpose of this manual is to introduce students to the methods of genome editing, gain knowledge about the application of genomic editing for the treatment of hereditary diseases, acquire skills in the design of tools for genomic editing and assess the consequences of genomic editing at the level of a changed DNA locus.&#x0D; The manual is intended for residents in the above specialties, graduate students in scientific specialties 1.5.7. "genetics", 3.3.8. "clinical laboratory diagnostics", as well as for geneticists, laboratory geneticists and specialists in the field of clinical laboratory diagnostics when training them under advanced training programs.&#x0D; Published by the decision of the educational and methodological commission of the Institute of Higher and Additional Professional Education of the Federal State Budgetary Scientific Institution “Medical Genetic Research Center named after Academician N.P. Bochkov dated 23.09.2022

This chapter examines the crucial role that the diagnostics and treatment of ‘imperfections’ in the child population played in the formation and growth of Russian child science. It emphasizes the plurality, indeterminacy, and intermixing of diagnostic regimes, which led to ambiguity and vagueness in the definition of infringements of the norm in child development. Analysis opens by considering the emergence of mental testing in Russia as a new means of measuring development and diagnosing deviations from the ‘normal’. It first looks at the fostering of mental testing as a purported ‘scientific’ substitute for school assessments and thus, potentially, a new way of framing educational norms. It then scrutinizes the use of mental testing on the boundaries between neuropsychiatric and psycho-educational diagnostics. The chapter then shifts from problems of diagnostics to those of therapeutics, by looking at the creation of special establishments for ‘defective’ children in the late tsarist period. While medical discourse dominated this domain, it ultimately generated hybrid forms of therapeutics, institutionalized as ‘curative pedagogy’, which stretched across medical, pedagogical, and correctional domains. The chapter concludes with an examination of pathologizations of children in the context of large-scale social upheavals, such as revolution and war. It examines two exemplary case studies in this context—the ‘epidemic’ of ‘child suicides’ in the wake of Russia’s 1905 revolution and the moral panic surrounding the effects of total war on the psychology of the Russian child during the First World War.