CC BY
41
МЕЖДУНАРОДНЫЙ НАУЧНЫЙ ЖУРНАЛ «СИМВОЛ НАУКИ» №11-4/2016 2410-700Х
• Статья 137 Нарушение неприкосновенности частной жизни
• Статья 140. Отказ в предоставлении гражданину информации
• Статья 272. Неправомерный доступ к компьютерной информации.
Судебная статистика показывает, что по статьям, включенным в главу 28, чаще всего судебные решения выносятся по статье 272.
По статистке число преступлений в сфере компьютерной информации растет, поскольку значимость 1Т отрасли в жизни общества по прежнему возрастает. Только в 2015 году процент преступлений в сфере компьютерной информации вырос более чем на 60 процентов. Экономике России действиями киберпреступности нанесён ущерб в 203,3 млрд руб. или 0,25% объёма ВВП, в 2015 году.
В зарубежных странах существует своя практика по ответственности преступников за преступления в сфере информационной безопасности. Поскольку часто преступления в сфере компьютерной информации имеют международный масштаб, необходимо знать, как данный вопрос регулируется в той или иной стране.
Многие страны приняли нормы уголовной ответственности за преступления в сфере информационной безопасности с момента появления данного понятия в жизни людей. Так, например в 1993 году в Нидерландах был принят закон о компьютерных преступлениях, дополняющий уголовный кодекс страны.
Большое количество статей посвящённых различным преступления в сфере информационной безопасности личности, общества и государства содержится в уголовных кодексах Германии, Франции и Испании.
В заключении стоит отметить, что законодательство в области информационной безопасности в России постоянно обновляется и пересматривается. Как дальнейший вектор развития можно выделить -согласование российской нормативно - правовой базы с международной практикой, а так же разработку более быстрой улучшенной системы реагирования на преступления в сфере компьютерной информации. Список использованной литературы:
1. Уголовный кодекс Российской Федерации
2. CNews [Электронный ресурс] Режим доступа: http://www.cnews.ru/reviews/it_v_organah_gosudarstvennoj_ vlasti_2013/interviews/aleksej_moshkov/ (Дата обращения: 23.10.2016)
3. Право т [Электронный ресурс] Режим доступа: http://pravo.ru/news/view/122040/ (Дата обращения: 23.10.2016)
©Хлестова Д.Р., Байрушин Ф.Т., 2016
УДК 61
Читаишвили Дали Тамазовна
MD, доктор философии Ассистент профессор
департамента клинических навыков ТГМУ, г.Тбилиси, Грузия электронная почта: dali_chitaishvili@yahoo.com Манджавидзе Ирма Teнгизовна MD, доктор философии Проф.; руководитель
департамента клинических навыков ТГМУ, г.Тбилиси, Грузия электронная почта: imanjavidze@yahoo.com
ИЗУЧЕНИЕ ОСНОВНЫХ КЛИНИЧЕСКИХ И ПРОЦЕДУРНЫХ НАВЫКОВ В ТБИЛИССКОМ ГОСУДАРСВЕННОМ МЕДИЦИНСКОМ УНИВЕРСИТЕТЕ
Аннотация
В Тбилисском Государственном Медицинском Университете (ТГМУ) внедрен симуляционный курс с использованием манекенов по освоению практических навыков для студентов 2-го, 4-го и 6-го курсов
_МЕЖДУНАРОДНЫЙ НАУЧНЫЙ ЖУРНАЛ «СИМВОЛ НАУКИ» №11-4/2016 ISSN 2410-700Х_
факультета медицины
Целью нашего исследование было определение какую оценку дают предмету студенты.
Для этого попросили студентов вышеупомянутых курсов, которые прошли предмет, заполнить опросник. Была представлена традиционная 5-балльная шкала Лайкерта для оценки 14 утверждений.
Согласно нашему опросу студенты ТГМУ позитивно оценивают Курс Клинических Навыков. Они желают больше времени проводить в Департаменте Клинических Навыков и им нравится обучение с использованием манекенов и муляжей. Хотя степень удовлетворенности студентов инструкторами (3,9) ниже, чем курсом и средой обучения (4,1 и 4,4 соответственно).
Студенты, в целом, довольны курсом клинических навыков, хотя для улучшения качества обучения дополнительные усилия нужны по некоторым направлениям.
Ключевые слова
Курс клинических навыков, шкала Лайкерта, опросник, манекены, симуляционное обучение,
удовлетворенность студентов.
Dali Chitaishvili
MD, PhD, Assistant Professor, Department of Clinical Skills, Tbilisi State Medical University, Tbilisi, Georgia
e-mail address dali_chitaishvili@yahoo.com
Irma Manjavidze MD, PhD, Full Professor,
Department of Clinical Skills, Tbilisi State Medical University, Tbilisi, Georgia.
e-mail address imanjavidze@yahoo.com
TEACHING BASIC CLINICAL AND PROSEDURAL SKILLS AT TBILISI STATE MEDICAL UNIVERSITY
Annotation
Clinical Skills Courses for 2nd, 4th and 6th year students with the use of manikins is used in medical education at Clinical Skills Department of Tbilisi State Medical University to bridge the gap between the classroom and the clinical setting. The aim of our survey was to evaluate the students satisfaction with the Clinical Skills Course.
The second, fourth and sixth year students of Faculty of Medicine (N =274) involved in Clinical Skills sessions were asked to fill out 14 Likert scale questions after completion of the course.
According to our study Clinical Skills Course was evaluated very positively by survey participants. The students are ready to spend more time at Clinical Skills Department and they support the use of medical manikins in their classes. However the percentage score for instructors (3,9) was significantly lower than that for training course and environment (4,1 and 4,4 respectively).
So we can conclude that in general, the students were satisfied with this course, but improvement is required across some domains.
Key words
dinical skills course, Likert scale, questionnaire, manikins, simulation-based learning, student's satisfaction.
Introduction
In order to be properly prepared for clinical practice appropriate clinical experience and practical competence should be gained from the very beginning of the medical education. Traditionally, clinical teaching is performed in hospital wards, outpatient settings and operating theatres, but according to several studies there is a lack of clinical experience among medical students and at the same time patients become increasingly concerned that students and residents are "practicing" on them. Clinical medicine is becoming focused more on patient safety and treatment quality than on bedside teaching and education. Therefore during past 25 years, clinical skills centres, laboratories
_МЕЖДУНАРОДНЫЙ НАУЧНЫЙ ЖУРНАЛ «СИМВОЛ НАУКИ» №11-4/2016 ISSN 2410-700Х_
and, more recently, simulation centres with high-fidelity simulation have been introduced to bridge the gap between the classroom and the clinical setting.
Several years ago, Tbilisi State Medical University renewed its focus on improving the clinical education of medical students in Georgia. In 2004 a task force on clinical skills teaching was organized. A national consensus regarding the clinical skills education of medical students has been initiated and 16 fundamental elements of physician competency were set. The design and content of a new model undergraduate curriculum for Faculty of Medicine was introduced, which covers six years and an innovative course "Clinical Skills" was created and implemented in it. The Clinical Skills Department of TSMU aims to teach "Clinical Skills 1", Clinical Skills 2", and "Clinical Skills 4", that is designated as a compulsory course for 2nd, 4th and 6th year students respectively. Clinical Skills course involves basic practical skills, which covers Competence for Undergraduate Medical Education recently introduced by National Center for Educational Quality Enhancement of Ministry of Science and Education of Georgia in "Medical Educational Program Branch Characteristics", which in turn meets The Basic Medical Competences for The Bologna Process participating countries developed by TUNING/MEDINE project. At the same time Clinical Skills course involves advanced patient care and management skills that are taught by teachers of different specialties using different types of training simulators, manikins and models.
Nowadays, TSMU Clinical Skills Department gives practice to TSMU 2nd, 4th and 6th year students, professional educational program bachelors and "learning by teaching" elective program students.
In particular, "Clinical Skills 1"encompasses 2 ECTS points corresponding to 15 hours of work, "Clinical Skills 2"covers 2 ECTS points corresponding to 30 hours of work, Clinical Skills 4"encompasses 3 ECTS points corresponding to 30 hours of work. Totally 7 European Credit Transfer and Accumulation System (ECTS) points and 75 hours.
In order to complete each clinical skills course students have to pass an OSCE, testing performance of clinical skills and practical manipulations. Standardized evaluation checklists are used for assessment of students.
At the end of each semester the students survey feedback is used by Clinical Skills Department Academic Staff to review and refine the curriculum.
The course of "Clinical Skills 1" provides 2nd year students with skills regarding injections, arterial pulse measurement, blood pressure measurement, Basic Life Support, evaluation methods of physical development of pediatric patient. The "Clinical Skills 3" focuses on the following themes: basic communication and counseling skills, NG tube insertion, catheterization of the urinary bladder, lung auscultation, newborn physical examination, pediatric emergency care, some gynecological manipulations. "Clinical Skills 3" involves the following items: communication and counseling skills, obstetrical skills, neonatal resuscitation, PALS, ECG Interpretation, CPR, ACLS, ultrasound imaging skills, surgical skills, lumbar puncture, eye and ear examination skills. (see Table 1).
Clinical Skills course is performed in form of practical classes with final exam at the end of the course. At practical lessons clinical skills are demonstrated and explained by an instructor and then separately performed by each student on manikins and simulators under close supervision of the instructor.
Table 1
Content of Clinical Skills Courses.
Clinical Skills 1 Clinical Skills 3 Clinical Skills 4
• Hand washing technique • Intradermal/Subcutaneous/ Intramuscular/ Intravenous injection • Intravenous cannulation • Arterial pulse measurement • Blood pressure measurement • Infusion pump set administration • Examination and Care of pediatric patient • Basic Life Support • Basic communication and counseling skills • Nasogastric (NG) tube insertion • Catheterization of the urinary bladder (male/female) • Lung Auscultation • Newborn physical examination • Pediatric Emergency Care • Gynecological manipulations • Electrocardiogram (ECG) recording and interpretation • ECG analysis /arrhythmias • Cardiopulmonary Resuscitation • Communication and counseling skills • Examination of a pregnant abdomen • Normal vaginal delivery • Neonatal Resuscitation • Pediatric Advanced Life Support (PALS) • ECG Arrhythmia Interpretation • Cardiopulmonary Resuscitation • Advanced cardiovascular life support (ACLS) • Obstetric Ultrasound Imaging • Ultrasound Imaging of internal organs • Surgical sutures • Lumbar puncture • Ophthalmological examination with ophthalmoscope • Ear examination with an otoscope
_МЕЖДУНАРОДНЫЙ НАУЧНЫЙ ЖУРНАЛ «СИМВОЛ НАУКИ» №11-4/2016 ISSN 2410-700Х_
Objective
To evaluate the Clinical Skills Course as perceived by students at the Tbilisi State Medical University, Georgia.
Methods
The study was conducted from March to June 2015, during that time 1164 students had passed the course and all of them were eligible for our study. The sample was primary chosen by coincidence sampling method using a sample consisting of 2nd, 4th and 6th year medical students (n=274). After completion of Clinical Skills course at Clinical Skills Department, the students were asked to fill out a questionnaire on a voluntary basis. The questionnaire consisted of 14 Likert scale questions The questions were designed to examine students' impressions from this course as well as analyze their satisfactions. (see Table 2).
There was used the format of a typical five-level Likert scale, ranging from 1 to 5 (from "strongly disagree" to strongly agree").
1. Strongly disagree =1 point
2. Disagree =2 points
3. Neither agree nor disagree =3 points
4. Agree = 4 points
5. Strongly agree =5 points
Results
274 students participated in the survey. 273 questionnaires were studied. 1 questionnaire was not completed so was excluded from study. (see Table 2)
Table 1
Questionnaire items and students evaluation ratings.
Questions Str. Disagree/ Disagree Can Not Decide Agree/ Str. Agree p/n
n % n % n %
The content of the course are important for my future profession. 21 7,7 20 7,3 232 85 4,3
I have learned new clinical skills. 15 5,4 0 0 258 94,5 4,26
The course information was at an appropriate level to understand the learning objectives. 23 8,4 14 5,1 236 86,4 4,24
There was enough time for the session. 201 73,6 67 24,5 5 1,7 1,9
I am optimistic from this teaching method (using manikins and simulators). 41 15 27 9,8 205 75,1 3,9
The learning aids (i.e. workbooks, hand-outs, PowerPoint slides etc) assisted my learning. 33 12,1 35 12,8 205 57,1 4,0
The instructor presented the content in an interesting manner. 52 18,9 19 6,9 202 74 3,9
The trainer was knowledgeable and quality of instruction was good. 55 20,1 31 11,3 187 68,7 3,7
The instructor was responsive to questions and other needs. 54 19,7 23 8,4 196 71,7 3,8
I have been treated fairly by the trainer. 54 19,8 22 8,0 197 72,2 3,8
I have been treated fairly by the trainer. 50 18,3 18 6,6 205 75,1 3,8
Overall, I am satisfied with the training course. 32 11,7 4 1,5 237 86,8 4,1
Overall, I am satisfied with the instructors 45 16,5 15 5,5 213 78 3,9
Overall, I am satisfied with the training environment 17 6,2 0 0 256 93,8 4,4
First question asked participants if the content of the course was important for their future profession. 85 % of students agree or strongly agree with that statement. According to answers, 94,5% of them had learned new clinical skills. Students think that the course information was at an appropriate level to understand the learning objectives, only 8,4 % of survey participants disagree with this statement and nearly 5 % are neutral with this point of view.
_МЕЖДУНАРОДНЫЙ НАУЧНЫЙ ЖУРНАЛ «СИМВОЛ НАУКИ» №11-4/2016 ISSN 2410-700Х_
Fourth statement was directed about time using. Majority of students (73,6%) think that there was no enough time for (1,7) and only 26% of student affirm the time using as absolutely enough or have no answer on that statement. With fifth question, we tried to investigate if the students like this education method and revealed that students had liked manikin educations (3,9). Next two considerations were about learning aids and technology equipments, which according to our survey assisted them and were working properly, 75% and 74% respectively. From students point of view the content was presented in an interesting manner (3,7).
On the next consideration we wanted to know if "the trainer was knowledgeable and quality of instruction was good" and only 20% of students do not agree with this consideration. With statements ten and eleven we wanted to know if the instructors were attentive and if the students had been treated fairly by them. 72% of students consider that instructors were responsive to questions and other needs and majority of participants (75%) agree, that there were treated fairly.
Final three statements were about the satisfaction of students with the course, instructors and environment. The percentage score for instructors (3,9) was significantly lower than that for training course and environment -4,1 and 4,4 respectively. (see Diagram 1)
Diagram 1
Average agreement with the statements "Overall, I am satisfied with the training course / the instructors/the training environment.
237
32
Students satisfaction
256
213
45
17
str. disagree/disagree neutral
■ str. agree/agree
the training course the instructors the training
environment
Conclusion
According to our study Clinical Skills Course was evaluated very positively by survey participants. Our results showed that Tbilisi State Medical University students are ready to spend more time at Clinical Skills Department and they support the use of medical manikins in practical classes. At the same time improvement is required across some domains. The lowest scores were given to the instructors. Results from this study will be used to depict lessons for improving the teaching process.
So we can conclude that Clinical Skills course using manikins and simulators seems to offer students a superior preparation for their career and is the most important component of
undergraduate medical education. As simulation becomes increasingly prevalent in medical education, more studies are needed to see how to improve learning environment, and develop instructors support mechanisms in order to get better the academic experience of the students. References.
1. Carraccio CL1, Benson BJ, Nixon LJ, Derstine PL. From the educational bench to the clinical bedside: translating the Dreyfus developmental model to the learning of clinical skills. Acad Med. 2008 Aug;83(8):761-7. doi: 10.1097/ACM.0b013e31817eb632.
2. Lukas Mileder,*1 Thomas Wegscheider,2 and Hans Peter Dimai3,4 Teaching first-year medical students in basic clinical and procedural skills-A novel course concept at a medical school in Austria._GMS Z Med Ausbild. 2014;
_МЕЖДУНАРОДНЫЙ НАУЧНЫЙ ЖУРНАЛ «СИМВОЛ НАУКИ» №11-4/2016 ISSN 2410-700Х_
31(1): Doc6. Published online 2014 Feb 17.
3. Weller J, Robinson B, Larsen P, Caldwell C. Simulation-based training to improve acute care skills in medical undergraduates. NZ Med J. 2004 Oct 22,117(1204):U1119.
4. General Medical Council. Tomorrow's doctors. Recommendations on undergraduate medical education. London: General Medical Council; 1993.
5. Board P, Mercer M. A survey of the basic practical skills of final-year medical students in one UK medical school. Med Teach. 1998;20:104-8.
6. Wenrich M1, Jackson MB, Scherpbier AJ, Wolfhagen IH, Ramsey PG, Goldstein EA. Ready or not? Expectations of faculty and medical students for clinical skills preparation forclerkships. Med Educ Online. 2010 Aug 6;15. doi: 10.3402/meo.v15i0.5295.
7. Marie C. Morris, Tom K. Gallagher, Paul F. Ridgway Tools used to assess medical students competence in procedural skills at the end of a primary medical degree: a systematic review Med Educ Online. 2012; 17: 10.3402/meo.v17i0.18398. Published online 2012 August 23.
© Читаишвили Д. Т., Манджавидзе И. Т., 2016
УДК 342
А.А. Шанин
к.ю.н., доцент,
доцент кафедры теории и истории государства и права Волгоградский государственный университет г. Волгоград, Российская Федерация
А.М. Хроменко
магистрант 2 курса института права Волгоградский государственный университет г. Волгоград, Российская Федерация
СОДЕРЖАТЕЛЬНАЯ ХАРАКТЕРИСТИКА ОТДЕЛЬНЫХ ВИДОВ РЕШЕНИЙ КОНСТИТУЦИОННОГО СОВЕТА ФРАНЦИИ: К ПРОБЛЕМЕ ПОНИМАНИЯ СУЩНОСТИ
КОНСТИТУЦИОННОГО КОНТРОЛЯ
Аннотация
Статья посвящена проблеме понимания сущности конституционного контроля Конституционного совета Франции. Дается содержательная характеристика решений Конституционного совета. Рассматривается вопрос системной связи содержательных характеристик конституционного контроля во Франции с формой актов, принимаемых Конституционным советом Франции. В этой связи, анализируется форма его решений, а также ряд полномочий, возложенных на Конституционный совет. Результат исследования позволяет по-новому взглянуть на привычные представления о компетенции органа конституционного контроля и на само понятие «конституционный контроль».
Ключевые слова
Формы конституционного контроля, конституционная юрисдикция, Конституционный совет Франции,
акты Конституционного совета Франции.
Не вызывает сомнения, что юридические свойства актов конституционной юрисдикции во многом иные в странах англосаксонской системы общего права по сравнению со странами с континентальной (романо-германской) правовой системой, в которых конституционный контроль осуществляют суды общей юрисдикции или где избрана иная модель конституционной юрисдикции - посредством конституционных
