New Educational Technologies and Their Impact on Students' Well-being and Inclusion Process

Domestic higher education is going through a stage of active search for new forms of education focused on sustainability in an era of change. It is important to understand how factors of different levels of complexity (pandemic and innovative learning format) jointly affect the success of university education and resource parameters as markers of psychological well-being. Academic indebtedness is viewed as an external marker of the subjective resource of students. The aim of the work is to assess the ratio of academic debt and subject resource capacity among students studying according to individual educational trajectories (IET) and traditional educational technologies in universities of the Tyumen region. 280 students were polled anonymously via google-forms. Data collection methods: self-organization questionnaire E.Yu. Mandrikova; the scale of basic beliefs by R. Yanov-Bulman; questionnaire «Methods of coping behavior» by R. Lazarus; methodology for assessing «autonomy – dependence» G.S. Prygin; scale of psychological well-being K. Riff (adaptation of T.D.Shevelenkova, P.P. Fesenko); questionnaire «Losses and acquisitions of personal resources» N.Ye. Vodopyanova, M. Stein. Data analysis methods: Kruskell-Wallis H-test and Spearman's r-rank correlation test. The results of the study made it possible to formulate the following conclusions: 1) Students enrolled in IET have less pronounced subjective resources than students enrolled in traditional technology. Factors of different levels of complexity (pandemic and innovative teaching format) affect the success of university studies and resource parameters. IET advancement occurs in stages, is associated with the awareness of oneself as a subject of activity, requires the mobilization of resources for the development of the environment. A stressful factor was the transition to a distance learning format in the context of a pandemic, which led to a significant loss of resources among students enrolled in individual educational trajectories. 2) Protecting the parameters of subject resource capacity could be successful through the expansion of the functions of tutor support - specialists who are close in age to students and at the same time deeply integrated into the environment of a university that implements IET. The study was carried out with the financial support of the Russian Foundation for Basic Research within the framework of the scientific project No. 20-413-720004 "Resource subjectivity of students in universities that implement innovative educational technologies in the face of extreme social challenges in the Tyumen region."

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Experience of comprehensive training of neurosurgeons

Virtual Technologies in Medicine ◽

10.46594/2687-0037_2020_4_1274 ◽

2021 ◽

Vol 1 (4) ◽

pp. 18-21

Author(s):

A. A. Sufianov ◽

I. A. Iakimov ◽

M. R. Gizatullin ◽

R. A. Sufianov ◽

S. S. Makarov ◽

...

Keyword(s):

Well Being ◽

Operating Rooms ◽

Surgical Skills ◽

Educational Technologies ◽

Educational Models ◽

High Interest ◽

Training Courses ◽

Federal Center

The article presents our experience of comprehensive training of neurosurgeons at the clinical base of the Department of Neurosurgery of Sechenov University in Federal Center for Neurosurgery (Tyumen). For training we use laboratories with similar conditions as in operating rooms, virtual simulators, new author's educational models that provide anatomical and tactile accuracy, allowing young and inexperienced neurosurgeons to gain valuable surgical skills without risking patients’ well-being. Over a 7-year period, more than 1.5 thousand specialists from 38 different countries have taken training courses in our laboratories, which confirms created complex of educational technologies is of high interest and in-demand.

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The Relationship Between Hearing Loss Self-Management and Hearing Aid Benefit and Satisfaction

American Journal of Audiology ◽

10.1044/2018_aja-18-0130 ◽

2019 ◽

Vol 28 (2) ◽

pp. 274-284 ◽

Cited By ~ 6

Author(s):

Elizabeth Convery ◽

Gitte Keidser ◽

Louise Hickson ◽

Carly Meyer

Keyword(s):

Decision Making ◽

Hearing Loss ◽

Hearing Aids ◽

Clinical Decision Making ◽

Hearing Aid ◽

Well Being ◽

Self Report ◽

Self Management ◽

Hearing Aid Benefit ◽

The Relationship

Purpose Hearing loss self-management refers to the knowledge and skills people use to manage the effects of hearing loss on all aspects of their daily lives. The purpose of this study was to investigate the relationship between self-reported hearing loss self-management and hearing aid benefit and satisfaction. Method Thirty-seven adults with hearing loss, all of whom were current users of bilateral hearing aids, participated in this observational study. The participants completed self-report inventories probing their hearing loss self-management and hearing aid benefit and satisfaction. Correlation analysis was used to investigate the relationship between individual domains of hearing loss self-management and hearing aid benefit and satisfaction. Results Participants who reported better self-management of the effects of their hearing loss on their emotional well-being and social participation were more likely to report less aided listening difficulty in noisy and reverberant environments and greater satisfaction with the effect of their hearing aids on their self-image. Participants who reported better self-management in the areas of adhering to treatment, participating in shared decision making, accessing services and resources, attending appointments, and monitoring for changes in their hearing and functional status were more likely to report greater satisfaction with the sound quality and performance of their hearing aids. Conclusion Study findings highlight the potential for using information about a patient's hearing loss self-management in different domains as part of clinical decision making and management planning.

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Inclusion of Transgender Voice and Communication Training in a University Clinic

Perspectives of the ASHA Special Interest Groups ◽

10.1044/persp2.sig10.109 ◽

2017 ◽

Vol 2 (10) ◽

pp. 109-115 ◽

Cited By ~ 1

Author(s):

Jennifer Oates ◽

Georgia Dacakis

Keyword(s):

Training Program ◽

Clinical Education ◽

Well Being ◽

Evidence Base ◽

Communication Training ◽

Speech Language Pathology ◽

Transgender People ◽

Language Pathology ◽

Effectiveness Of Training ◽

Negative Impacts

Because of the increasing number of transgender people requesting speech-language pathology services, because having gender-incongruent voice and communication has major negative impacts on an individual's social participation and well-being, and because voice and communication training is supported by an improving evidence-base, it is becoming more common for universities to include transgender-specific theoretical and clinical components in their speech-language pathology programs. This paper describes the theoretical and clinical education provided to speech-language pathology students at La Trobe University in Australia, with a particular focus on the voice and communication training program offered by the La Trobe Communication Clinic. Further research is required to determine the outcomes of the clinic's training program in terms of student confidence and competence as well as the effectiveness of training for transgender clients.

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Improving Feeding Outcomes in the NICU: Moving From Volume-Driven to Infant-Driven Feeding

Perspectives on Swallowing and Swallowing Disorders (Dysphagia) ◽

10.1044/sasd19.3.68 ◽

2010 ◽

Vol 19 (3) ◽

pp. 68-74 ◽

Cited By ~ 9

Author(s):

Catherine S. Shaker

Keyword(s):

Intensive Care Unit ◽

Dynamic Systems ◽

Neonatal Intensive Care ◽

Well Being ◽

Dynamic Systems Theory ◽

Feeding Problems ◽

Care Giving ◽

Extremely Preterm ◽

Extremely Preterm Infants

Current research on feeding outcomes after discharge from the neonatal intensive care unit (NICU) suggests a need to critically look at the early underpinnings of persistent feeding problems in extremely preterm infants. Concepts of dynamic systems theory and sensitive care-giving are used to describe the specialized needs of this fragile population related to the emergence of safe and successful feeding and swallowing. Focusing on the infant as a co-regulatory partner and embracing a framework of an infant-driven, versus volume-driven, feeding approach are highlighted as best supporting the preterm infant's developmental strivings and long-term well-being.

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