BRAIN INTEGRATED ACTIVITY IN MEDICAL STUDENTS UNDER CONDITIONS OF ADAPTATION TO PSYCHOEMOTIONAL STRESS.

According to the results of the study the development of adaptation to psychoemotional stress, which is considered as an emotional stress in medical students during the first three years of study, has a dynamic and multifactorial character. The degree of adaptation processes' manifestation is analyzed and it is shown that it correlates with the intellectual capacity, which is based on the features of the brain integrative activity. During the study, the brain integrative activity was studied according to the information indicators of the higher (memory, internal time tracking) and central (stabilometric reaction, functional asymmetry degree) levels. The objective indicator of the internal time tracking study is an individual minute duration (IMD). Students who have been marked an adequate adaptation to psychoemotional stress in the process of increasing the duration of training at the university, showed an increase in the accuracy of internal time. This was observed in the increase of 70-80% of students with normative values of IMD.

A STUDY OF ADAPTIVE REACTIONS OF THE CARDIORESPIRATORY SYSTEM IN PSYCHOEMOTIONAL STRESS CONDITIONS.

The article presents modern data on the physiological mechanisms study of the stress resistance development, which occurs in medical students in the dynamics of studying in higher educational institution in junior courses (1-3 courses). The adaptive reactions of the cardiorespiratory system in conditions of psychoemotional load were studied. Results showed that development of adaptation syndrome in those conditions greatly depends on speed of formation and intensity level of intersystem integration in cardiorespiratory system. That relation is revealed most of all on the background of physical activity (load on bicycle ergometer to the full). The variability of stages of adaptation development was found out. In first group of students the first stage of adaptive syndrome is characterized by activation of non-specific adaptive mechanisms (1st year of studies), that is naturally replaced by second stage - specific adaptive reactions, when the intellectual work capacity increases on the background of rationalization of its autonomic supply. In second group of students the second variant of adaptation development occurs - non-specific adaptive mechanisms (1st stage) on the 2nd year of study are changed by the stage of specific adaptation (2nd stage), that is accompanied by excessive psychophysiological indexes. On the 3rd year of study it leads to the depletion of adaptive capabilities (3rd stage). In third group of students the stage of activation of non-specific adaptive mechanisms was rapidly changed by their depletion, that was accompanied by decrease of intersystem integration and intellectual workability. Therefore, the formation of adaptive optimum occurs only in 40% of students. The majority (60%) of students-young women show either the initially insufficient adaptive capabilities, or excessive adaptation. Both insufficient and excessive adaptation naturally leads to psychological and autonomic disorders followed by appearance of psychosomatic neurotic manifestations. The prospects of future research from our point of view should lie in further investigation of gender peculiarities of adaptive reactions development up to psycho-emotional stress that develops in conditions of studying in university. That will make an opportunity to reveal the features of mechanisms of resistance formation depending on gender.

CLINICAL AND GENETIC PECULIARITIES OF VASCULAR MANIFESTATIONS OF ANTIPHOSPHOLIPID SYNDROME (CASE REPORT).

Pathogenetic mechanisms of the development of antiphospholipid syndrome (APS) are considered in the article, which is the basis for the development of clinical manifestations and laboratory markers of APS. The modern literature data are analyzed, according to which the presence of antiphospholipid antibodies is a hypercoagulable background, and the formation of thrombi occurs under the influence of other allowing procoagulation factors. The classification of the main types of hereditary thrombophilia is given, which is the primary disorder, against the background of which an autoimmune thrombosis APS develops. A clinical observation of a young age patient is given, whose heterozygous carriage of mutations in the genes responsible for blood coagulation (F7, PAI-1 and ITGB3-ß-integrin), as well as homozygous carriage of a mutation in the MTRR gene associated with a violation of homocysteine methylation, APS was developed, which led to the processes of thrombosis. Timely diagnosis and individually developed pathogenetic therapy allow avoiding life-threatening complications of APS and improving the patients' quality of life. A conclusion about the need for APS and hereditary thrombophilias' examination to all patients of young age with unprovoked thrombosis of deep veins of lower extremities and PE was made.

INTERSYSTEM INTEGRATION IN TERMS OF THE EDUCATIONAL PROCESS IN THE INITIAL COURSES OF HIGHER MEDICAL SCHOOL.

The study was conducted as part of research work «Features of integrative and autonomic functions in the process of adaptation to the intellectual, emotional and physical stress" of the Department of Physiology of KhNMU. The aim of this work was to study the intersystem relationships that are the basis for the development of the body's resistance to the effects of stress factors, i.e., the development of adaptation syndrome in medical students. The object of the study were 217 students of 1-3 courses, which were examined in terms of the educational process. The features of intersystem integration the cardiorespiratory system on the basis of conjugation and integration of brain activity indeces based on intellectual efficiency in terms of a correction test. The study of the psychophysiological indicators complex in dynamics (3 years) revealed the formation of chronic emotional stress in medical students, the severity of which depends on the individual psychophysiological status of students. It was set that the formation of the adaptive optimum with psychoemotional stress occurs in only in 40% of students. Most of the students (60 %) indicate or initially insufficient adaptive capabilities, or an excessive rate, which naturally lead to psychological and autonomic disturbances in the organism.