Single article

Matoshina I.V., Kralya O.V.

Some features of modeling the main preventive measures for borderline mental disorders in the conditions of implementing the educational process in a remote format

Keywords: coronavirus, COVID-19, distance learning, analog education, distance training, borderline mental disorders, stress, psychosomatics

The current stage in the development of society in general and science in particular is characterized by rapid accumulation of information, at this the speed of its accumulation increases with each decade. In order to implement a high-quality educational process in accordance with modern scientific knowledge, as well as for students to perform scientific research in medical training, new forms and methods of transferring information and knowledge from the teacher to the student are necessary. The transition from analog to distance learning solves a huge number of problems associated with obtaining knowledge, but, in turn, is a significant stress factor for students and for the teaching staff. It is necessary to take measures to prevent the formation of psychopathological and psychosomatic post-stress reactions in distance learning, both among students and teachers. An effectively organized process of distance medical training, based on the analysis of research results in this field and neurophysiology, can be an independent factor in the prevention of psychosomatic and anxiety disorders in medical students.

References

  1. Karavaeva T.A., Vasil’eva A.V., Mizinova E.B., Belan R.M., Morgacheva T.V., Guzheva O.B. Algoritmy diagnostiki trevozhnykh rasstroistv nevroticheskogo urovnya (panicheskogo, generalizovannogo trevozhnogo i trevozhno-fobicheskikh rasstroistv): metodicheskie rekomendatsii [Algorithms for diagnosing anxiety disorders of the neurotic level (panic, generalized anxiety and anxiety-phobic disorders): methodological recommendations]. St. Petersburg, 2018, 40 p.
  2. Aleksandrov A.G. Dinamika urovnei trevozhnosti studentov v usloviyakh uchebnoi deyatel’nosti [Dynamics of students’ anxiety levels in the conditions of educational activity]. Psikhoterapiya i klinicheskaya psikhologiya, 2007, no. 4(23), pp. 22–25.
  3. Aleksandrov A.G., Luk’yanenok P.I. Izmenenie urovnei trevozhnosti studentov v usloviyakh uchebnoi deyatel’nosti. Nauchnoe obozrenie. [Changes in students ‘ anxiety levels in the conditions of educational activity. Scientific review]. Meditsinskie nauki [Medical Sciences], 2016, no. 6, pp. 5–14.
  4. Astapov V.M. Funktsional’nyi podkhod k izucheniyu sostoyaniya trevogi [Functional approach to studying the state of anxiety]. In: Trevoga i trevozhnost’ [Anxiety and anxiety]. St. Petersburg, Piter Publ., 2001, pp. 156–166.
  5. Baars B., Geidzh N. Mozg, poznanie, razum: vvedenie v kognitivnye neironauki [Brain, cognition, mind: introduction to cognitive neuroscience]. Moscow, 2014. vol. 1, 541 p.
  6. Vygotskii L.S. Myshlenie i rech’. Psikhologicheskie issledovaniya [Thinking and speech. Psychological research]. Moscow, Labirint Publ., 1934.
  7. Garichichina O. Chelovek protiv iskustvennogo intellekta (Interv’yu A. Kurpatova dlya Russian Time Magazine) [Man versus artificial intelligence (Interview with Andrey Kurpatov for Russian Time Magazine)]. Available at: https://vshm.science/blog/avkurpatov/2349.
  8. Gippenreiter Yu.B. Vvedenie v obshchuyu psikhologiyu. Kurs lektsii [Introduction to General psychology. Course of lectures]. Moscow, Chero, Yurait Publ., 2002, 336 p.
  9. Grigorovich L.A. Pedagogika i psikhologiya: ucheb. posobie dlya vuzov [Pedagogy and psychology: textbook manual for universities]. Moscow, Gardariki Publ., 2005, 475 p.
  10. Kaneman D. Dumai medlenno… Reshai bystro [Think slowly… Decide quickly]. Moscow, AST Publ., 2013, 625 p.
  11. Klinberg T. Peregruzhennyi mozg [Overloaded brain]. Moscow, Lomonosov Publ., 2010.
  12. Kurpatov A.V. Doklad dlya senatorov 474-go zasedeniya Federal’nogo sobraniya RF «Transformatsiya cheloveka v tsifrovuyu ehpokhu» [Report for senators of the 474th session of the Federal Assembly of the Russian Federation “Нuman Transformation in the digital age”]. Available at: http://council.gov.ru/ media/files/Ot0dsAsc1Fas5qV3yRy5R5EqmQhnFTAo.pdf.
  13. Kurpatov A. Krasnaya tabletka [Red tablet]. St. Petersburg, KapitaL Publ., 2019, 416 p.
  14. Kurpatov A. Skladka vremeni [The Fold of time]. St. Petersburg, 2016, 236 p.
  15. Mosolov S.N. Aktual’nye zadachi psikhiatricheskoi sluzhby v svyazi s pandemiei COVIDE19 [Actual tasks of the psychiatric service in connection with the COVIDE19 pandemic]. Sovremennaya terapiya psikhicheskikh rasstroistv [Modern therapy of mental disorders], 2020, no. 2. DOI: 10.21265/PSYPH.2020.53.59536.
  16. Gippenreiter Y. Psikhologiya motivatsii i ehmotsii [Psychology of motivation and emotions]. Moscow, AST Astrel’ Publ., 2009, 704 p.
  17. Psikhoterapevticheskie meropriyatiya postradavshim pri chrezvychainykh situatsiyakh: Metodicheskie rekomendatsii [Psychotherapeutic measures for victims in emergency situations: Methodological recommendations]. Petersburg, 2018, 37 p.
  18. Sedova N.N. Massovye trevogi i lichnye strakhi rossiyan [Mass anxiety and personal fears of Russians]. Monitoring obshchestvennogo mneniya: ehkonomicheskie i sotsial’nye peremeny, 2010, no. 1(95), pp. 135-155.
  19. Bernheim B.D., Rangel A. Behavioral public economics: Welfare and policy analysis with non-standard decision-makers. Bur. Econ. Res., 2005, vol. 11, p. 518.
  20. Bosco F.M., Parola A., Angeleri R., Galetto V. et al.Improvement of Communication Skills after Traumatic Brain Injury: The Efficacy of the Cognitive Pragmatic Treatment Program using the Communicative Activities of Daily LivingArch. Neuropsychol., 2018, vol. 33(7), no. 1, pp. 875–888.
  21. Ciorciari J., Pfeifer J., Gountas J. An EEG Study on Emotional Intelligence and Advertising Message Effectiveness. Sci. (Basel), 2019, vol. 15, no. 9(8). DOI: 10.3390/bs9080088.
  22. Curioni A., Sacheli L.M. et al. The role of social learning and socio-cognitive skills in sensorimotor communication: Comment on “The body talks: Sensorimotor communication and its brain and kinematic signatures” by Pezzulo et al. Life Rev., 2019, vol. 28, pp. 24–27. DOI: 10.1016/j.plrev.2019.01.021.
  23. Enver N., Doruk C., Kara H., Gürol E., Incaz S., Mamadova U. YouTube™ as an information source for larynx cancer: a systematic review of video content. Arch. Otorhinolaryngol, 2020, Mar. 16. DOI: 10.1007/s00405-020-05906-y.
  24. Jowsey T., Foster G., Cooper-Ioelu P., Jacobs S. Blended learning via distance in pre-registration nursing education: A scoping review. Nurse Educ. Pract., 2020, Mar. 44: 102775. DOI: 1016/j.nepr.2020.102775.
  25. Kegel L.C., Brugger P., Frühholz S., Grunwald T et al. Dynamic human and avatar facial expressions elicit differential brain responses. Cogn. Affect. Neurosci., 2020, Mar 30. pii: nsaa039. DOI: 10.1093/scan/nsaa039.
  26. Kwon S.J., Kim Y., Kwak Y. Influence of smartphone addiction and poor sleep quality on attention-deficit hyperactivity disorder symptoms in university students: a cross-sectional study. Am. Coll. Health, 2020, vol. 2, pp. 1–7. DOI: 10.1080/07448481.2020.1740228.
  27. Mark G., Gudith D., Klocke U. The Cost of Interrupted Work: More Speed and Stress. In: Proc. of the SIGCHI Conference on Human Factors in Computing Systems 2008, Florence, Italy, 5–10 April 2008, p 107–110.
  28. Meinema J.G., Buwalda N., van Etten-Jamaludin F.S., Visser M.R.M., van Dijk et al. Intervention Descriptions in Medical Education: What Can Be Improved? A Systematic Review and Checklist. Med, 2019, vol. 94(2), pp. 281–290. DOI: 10.1097/ACM.0000000000002428.
  29. Meulenbroek P., Ness B., Lemoncello R. et al. Social communication following traumatic brain injury part 2: Identifying effective treatment ingredients. J. Speech Lang. Pathol., 2019, vol. 21(2), pp. 128–142. DOI: 10.1080/17549507.2019.1583281.
  30. Nasr Esfahani M., Behzadipour M., Jalali Nadoushan A., Shariat S.V. et al. A pilot randomized controlled trial on the effectiveness of inclusion of a distant learning component into empathy training. J. Islam. Repub Iran, 2014, vol. 14, pp. 28–65.
  31. Patel S., Pelletier-Bui A., Smith S. et al. Curricula for empathy and compassion training in medical education: A systematic review. PLoS One, 2019, vol. 22, no. 14(8). DOI: 1371/journal.pone.0221412.
  32. Pettersson F., Olofsson A. Implementing distance teaching at a large scale in medical education: a struggle between dominant and non-dominant teaching activities. Doc. Infs., 2015, vol. 20, pp. 359–380.
  33. Potash J.S., Chen J.Y., Lam C.L., Chau V.T. et al. Art-making in a family medicine clerkship: how does it affect medical student empathy? BMC Med. Educ., 2014, vol. 28, no. 14, p. 247. DOI: 1186/s12909-014-0247-4.
  34. Raichle M.E. Two views of brain function. Trends in Cognitive Sciences, 2010, 14(4), pp. 180–190. DOI: 10.1016/j.tics.2010.01.008.
  35. Raichle M.E. The brain’s dark energy. Scientific American, 2010, 302(3), pp. 28–33.
  36. Raichle M.E. The Brain’s Default Mode Network. Annual Review Neuroscience, 2015, 38, pp. 433–447. DOI: 10.1146/annurev-neuro-071013-014030.
  37. Samaha M., Hawi N.S. Relationships among smartphone addiction, stress, academic performance, and satisfaction with life. Hum. Behav., 2016, vol. 57, pp. 321–325.
  38. Sparrow B., Liu J., Wegner D.M. Google Effects on Memory: Cognitive Consequences of Having Information at Our Fingertips. Science, 2011, vol. 333(6043), pp. 776–778. DOI: 1126/science.1207745.
  39. Wahabi H.A., Esmaeil S.A., Bahkali K.H., Titi M.A. et al. Medical Doctors’ Offline Computer-Assisted Digital Education: Systematic Review by the Digital Health Education Collaboration. Med. Internet. Res., 2019, vol. 1, no. 21(3). e12998.

About authors

Matoshina Irina V.
Assistant Lecturer, Department of Faculty Therapy, Occupational Diseases, Omsk State Medical University, Russia, Omsk (mirina33@yandex.ru; )
Kralya Oleg V.
Candidate of Medical Sciences, Master of Psychology, Psychiatrist, Psychotherapist, Assistant Lecturer of the Department of Psychiatry and Medical Psychology, Omsk State Medical University, Russia, Omsk (okralya@mail.ru; )

Article link

Matoshina I.V., Kralya O.V. Some features of modeling the main preventive measures for borderline mental disorders in the conditions of implementing the educational process in a remote format [Electronic resource] // Acta medica Eurasica. – 2020. – №2. P. 23-35. – URL: https://acta-medica-eurasica.ru/en/single/2020/2/4/.