В детских туберкулезных стационарных отделениях РСНПМЦФиП и Ташкентской городской туберкулезной больницы проведено обследование 272 детей и подростков с различными формами туберкулеза. Среди детей с различными формами туберкулеза, у 28 (10,3%) пациентов диагностированы осложненные формы и у 244 (89,7%) – неосложненные формы туберкулеза. При изучении факторов риска заболевания выявлено, что вакцинированных BCG детей было 225 (82,7%), из них неэффективная вакцинация встречалась у 58 (25,8%) детей. Среди 272 детей и подростков сопутствующую патологию выявили у 209 детей (76,8%), из них анемия встречалась у 58 (21,3%), хронический гепатит – у 41 (15,1%) и перинатальная патология ЦНС – у 35 (12,9%) пациентов. В структуре клинических форм у детей и подростков туберкулезом преобладают туберкулез внутригрудных лимфатических узлов (57,0%) и первичный туберкулезный комплекс (11,0%). Большинство детей имели положительную пробу чувствительности к туберкулину (77,5±2,5%) и к пробе на Диаскинтест (69,5±2,7%).
Таким образом, у детей при обследовании у фтизиопедиатра рекомендовано оценивать комплекс диагностических данных, как результаты кожных проб, так и факторы рискапоиск возможного контакта с больным туберкулезом в окружении ребенка.
В статье представлены современные данные о этиологической роли воспаления в развитии остеоартрита (ОА). Приводятся результаты собственных исследований по лечению болевого синдрома при ОА и дорсалгиях при спондилоартрозе с применением нестероидного противовоспалительного препарата лорноксикама.
Педагогическое мастерство играет ключевую роль в деятельности педагога медвуза. В данной статье авторы рассматривают определение педагогического мастерства, его составляющие, а также роль педагогического мастерства в развитии учебного процесса в медицинском вузе. Также описывают методы, которые помогут преподавателям медвуза развивать свое педагогическое мастерство и повышать качество обучения студентов. В статье авторы приходят к выводу, что педагогическое мастерство является необходимым условием для успешной деятельности педагога медвуза и должно быть развиваемо и поддерживаемо в процессе профессиональной деятельности.
This research reported results of 2 sequential and interrelated studies that examined the efficacy of combining 2 models of reading strategy. Reading skills are the cognitive processes that a reader uses in making sense of a text. For fluent readers, most of the reading skills are employed unconsciously and automatically. When confronted with a challenging text, fluent readers apply these skills consciously and strategically in order to comprehend.
This article focuses on translation practice that helps students acquire, develop, and strengthen their knowledge and skills in a foreign language. Translation integrated into the practice of language learning along with generally accepted learning activities such as reading, listening, writing and vocabulary development can be described as a “pedagogical tool” as its purpose is language learning. Translation activity forces students to communicate in two directions: from a foreign language and into it. During translation, students are encouraged to notice differences in structure and vocabulary, strengthen grammatical skills, shape their own way of thinking, and correct common mistakes that might otherwise go unnoticed. Students can get the most out of their learning if they are encouraged to use their translation skills correctly. Translation is a good tool for learning a foreign language.
In this article we focus on the process of teaching communication skills in small groups through the use of role-play. The rationale for focusing on role-play is that the most rigorously conducted studies of communication skills that demonstrate behavior change used this method. The use of role-play in small groups is an important method to help learners cultivate the skills required to engage in nuanced, often difficult conversations with seriously ill patients. To be effective, educators utilizing role-play must help learners set realistic goals and know when and how toprovide feedback to the learners in a way that allows a deepening of skills and a promotion of self-awareness.
Teaching and learning are two basic processes underlying the activity of students and teachers nowadays. The learning process puts both parties toward each other,what it teaches, and what it takes, the teacher and the student. Today training students to teach themselves, and their education, equipping them with the skills of independent work with the most advanced methods of conscious, sustainable, active, and creative learning takes great importance. The purpose of this topic is to know the importance of usage of all skills during a lesson hour. The teacher is free to use a variety of methods and strategies for teaching and learning to suit the needs of students in different classes. He combines these methods during the learning process and adapts according to the increasing development of linguistic competence and independence of student development, the consistency of this process. Teaching has at its center the method of communication, task-based methods, functional methods, and situations as real life, etc. These methods are realized through various strategies and techniques, according to language skills (listening, speaking, reading, writing). Teachers and students collaborate on the organization of teaching and learning. To facilitate teaching/learning, the teacher finds efficient ways to organize communication activities and provides and suggests source materials for students. In contemporary teaching, the teacher does not only play the role of teacher but also plays the role of supervisor. Together they establish cooperative relations in the process of learning.The teacher clarifies the students and takes their understanding of what happens in the classroom. This means clarifying the rules of the line of work and the responsibilities of students in the process of activities. The teacher suggests and provides the use of audiovisual means, electronic, and helps students to use various forms of information technology within and outside the classroom. It gives students the website in accordance with their age and educational requirements. In teaching, an hour should be applied to all four language skills strategies, but they escalate from level to level depending on the objectives. Setting the students in the spotlight makes the student participate actively in linguistic interaction, preparing them for a new phase of their education or being able to face the demands of the labor market.