Описание для «История фармации II семестр»

История фармации II семестр

PYATIGORSK MEDICAL-PHARMACEUTICAL INSTITUTE –

branch of the federal state budgetary

educational institution of higher education

"VOLGOGRAD STATE

MEDICAL UNIVERSITY"

Ministry of Health of the Russian Federation

Department of Law and History

Author: M.A. Miloslavskaya

Author of the translation M.N.Angelova

Methodological developments for seminar-type classes

in the discipline "History of Pharmacy"

Educational program: specialty in specialty

05.33.01 Pharmacy, pharmacist orientation

Pyatigorsk 2024

SECTION 1.DEVELOPMENT OF PHARMACY IN THE PRIMITIVE COMMUNITY AND SLAVE OWNING PERIOD.

Topic 1: GENERAL CHARACTERISTICS OF THE ERA.

Goals:increaselevel of general and professional culture; study the general characteristics of the primitive communal and slave eras in the development of pharmacy.

Location:classroom.

Time spending:2 hours

List of practical skills:

-Forming ideas about history as a science, studying its goals and objectives.

- Formation of knowledge about the object and subject of historical science.

- Analysis of the chronology and key events of Russian history, methods of historical science and their necessity for establishing the truth.

Formed competencies:UK-5.

Key questions proposed for discussion:

1. General characteristics of the era (the era of matriarchy and patriarchy).

Summary:

Pharmacy is one of the oldest sciences. The origins of pharmaceutical knowledge should be sought in the Neolithic era, and the first, fairly detailed, information about medicinal products is contained in the papyrus of G. Ebers, compiled in Ancient Egypt 1700 years BC.

The term "pharmacy" comes from the Greek word "farmakeia" - the use of drugs. The origin of this word dates back to even more ancient periods of history. On one of the frescoes of the temple of Tom, the patron god of medicine in Ancient Egypt, the word “farma-ki” appears and means safety, protection in general and from diseases in particular. All activities related to the manufacture and sale of medicines began to be given names with the root -pharma- or -pharmaco-.

Pharmacy is a complex of scientific and practical disciplines that study the problems of research, production, research, production, control, storage and dispensing of a wide variety of medicines and medical supplies. Currently, pharmaceutical sciences form one huge complex with medical and biological sciences, entering a single integrated sphere of medical knowledge.

Bioorganic chemistry, molecular biology, genetics, molecular pharmacology, as well as applied sciences such as cosmetology are associated with pharmacy. The history of pharmacy is the science of the development of pharmaceutical activity and medicinal knowledge throughout the existence of mankind from primitive times to the present day.

The periodization of the history of pharmacy is based on the division into 5 periods accepted in general history:

- primitive society

- ancient world,

- Middle Ages,

- new history,

-recent history.

The oldest stage of human existence is the pre-class primitive communal system, the beginning of which is separated from our time by about one hundred thousand years. Under the primitive communal system, the main production relations were public ownership of the means of production. During this period, production relations mainly correspond to the nature of the productive forces. The era of the primitive community includes:

The era of matriarchy as a stage in the development of primitive society is characterized by the fact that the head of the clan was a woman. With her labor, she created the main and more permanent sources of existence for the clan community: she raised livestock, cultivated the land, kept the hearth and all the customs of the clan. The main way to maintain human existence was to collect the gifts of nature: berries, fruits, herbs, roots, etc. The transition of primitive man to hunting and fishing as one of the main sources of subsistence was of no small importance for the expansion of medical knowledge. The fact that man, along with plant foods, began to consume animal foods contributed to the establishment of the healing properties of some animal organs (liver, fat, blood). A person was reliably protected from the cold by generous lubrication with fat. It is likely that hunters, having been attacked by animals, accompanied by herbs, especially fractures and dislocations, learned to use original splints, apply ash from fires, tree resin and clay to damaged areas.

It is possible that during this period prehistoric people became acquainted with one of the first pharmaceutical preparations of mineral origin - table salt, with its flavoring and preservative properties. The need for clothing taught our distant ancestors primitive methods of processing animal skins.

People began to use the sun, fire and water to treat various diseases. The ancestor of the use of various healing remedies, the initiator of their use for certain diseases was a woman.

The era of patriarchy. In the 3rd - 2nd millennia BC, with the development and spread of pastoral and then nomadic cattle breeding, the maternal clan gave way to the paternal clan - patriarchy. During this period, the dominant position in production passed to men. During the period of patriarchy, the smelting of native metals - copper, tin, silver, gold - was already of no small importance. Axes, knives, spears and various jewelry were made from copper. Iron appeared, which became more accessible, and in many ways was of better quality than bronze. In a number of regions, people were also familiar with some of the properties of metals, such as fusibility. The names of a number of metals in the languages of ancient peoples were associated with cosmic phenomena. Gold, for example, was called the solar metal or simply the sun.

A variety of tribes began to master metallurgical skills, and this led to the creation of tools such as knives and scalpels. Thanks to the development of pottery production, earthenware appeared in which it was possible to cook food and prepare medicinal potions. The shepherd, watching the flock, noticed the healing effect of plants on animals. He transferred this experience to humans. One of the first plants to be recognized as painkillers, primarily nightshades; Very early on, plants were also isolated that had an irritating effect on the digestive tract. At the same time, the narcotic properties of poppy, tobacco, and hashish became known.

With the development of hunting, medicines of animal origin appear: fat, blood, bone marrow; Later, individual organs, such as the liver, began to be used for therapeutic purposes. At the same time, the provision of primitive care for injuries is developing.

Much of what primitive man began to use is still used today: ephedra as a medicinal plant was known in China 5 thousand years ago. The medicinal properties of the cinchona tree were discovered by the Incas. They first began to use the powder and bark of this tree to treat tropical malaria. Dropsy and shortness of breath were treated with spring adonis.

In the era of patriarchy, people's idea of the source of life's blessings has changed. Belief in spells, witchcraft, and damage spread. Means of suggestion and intimidation were used - dancing in appropriate costumes, gongs, tambourines, screams. To drive out the evil spirit, the patient was often not given food or water. The sick were pricked with needles and beaten until the evil spirit was driven out. Primitive people believed that the evil spirit entered the human body with food, so the patient was given emetics. Often, healers combined the use of special techniques and medicines: when treating gastrointestinal diseases, the patient was given infusions of bitter herbs to drink; in some others, they flogged the patient with nettles, scratched the patient’s body until it bled, or rubbed it. For treatment, people used magical means: fetishes, talismans, amulets.

Thus, medicine and medicine in the era of the primitive communal system arose and developed as a result of the activities of primitive people at all stages of its existence. Moreover, healing and the use of medicines arose in the earliest of them, changed and improved along with the evolution of society.

Main stages of work during the practical lesson:

Organization of the lesson
Defining the purpose and topic of the lesson
Identification of the initial level of knowledge (oral questioning)
Discussion of topic issues
Listening and discussing reports
Doing practical work
Summing up the lesson and checking the final level of knowledge

Lesson No. 1

Topic 1: DRUGS IN INDIA

Goals:to form students’ ideas about medicine in India.

Location:classroom.

Time spending:2 hours

List of practical skills:

- the ability to carry out a critical analysis of problem situations based on a systematic approach, developing an action strategy when studying medicinal science in India;

- organizing and directing the work of the team, developing a team strategy to achieve the set goal when working on this topic in a practical lesson;

- the ability to analyze and take into account the diversity of cultures in the process of intercultural interaction when studying medicine in India.

Formed competencies:UK-5.

Key questions proposed for discussion:

1. Medicines in India.

Summarymodular unit 1:

India is one of the oldest centers of civilization. The sources for the study of ancient Indian medicine are data from archaeological research and written monuments, among which the Vedas, especially Ayurveda, occupy a leading place. Being collections of hymns and prayers, the Vedas are also important as a body of specific knowledge about nature.

Among the epic works, the poem “Mahabharata” is of great interest - an encyclopedia of folk legends, which was finally formed shortly before the Buddhist period. The Panchatantra, an ancient collection of stories and fables, mentions medicines, diseases, doctors, and various methods of treatment.

The dominance of cult ideas about the sinfulness of slaughtering animals and dissecting human corpses adversely affected the acquisition of knowledge about the structure of the human body. In the future, the dissection of corpses was not pursued, but its method was extremely imperfect. However, “Ayurveda” describes many anatomical formations: organs, systems, listing individual bones, ligaments, vessels, the brain and spinal cord are distinguished. The navel is considered the center of life, from which vessels carrying blood, water and mucus originate. In the Vedas, the disease was explained by the uneven combination of the five juices of the human body (in accordance with the five elements of the world - earth, water, fire, air, ether).

Among the causes of disease, important importance was attached to errors in food, addiction to wine, physical overexertion, hunger, and previous diseases. It was argued that the state of health is affected by climate change, age, and the mood of the patient. Elderly people are most vulnerable; they get sick even more easily than infants. The Vedas describe the symptoms of malaria and anthrax.

A disease common in the valleys of large rivers and taking countless people to their graves during the hot season, cholera, was considered one of the most terrible. Private bites from poisonous snakes, often with fatal consequences, were seen as an inevitable scourge of fate.

In ancient India they were able to distinguish between certain types of parasitic worms. Skin and genitourinary diseases are described. Indian folk doctors taught that almost all skin diseases, especially chronic ones, indicate pathological processes in the internal organs. The therapy was based on the doctrine of the body's juices. To bring them into their original harmony, they turned to cleansing, irritating, emetic, and sneezing agents. The same purpose was served by bloodletting and cauterization, the technique of which was very high; mud therapy was popular.

Indian medicine proceeded from the position that hygienic prescriptions are not inferior in power to medicinal products. Patients were advised to use moderation in everything and the correct use of medications. Food should correspond to the patient’s tastes and habits. It is permissible to sometimes prescribe him strong drinks; he should take walks more often. Reading light, fascinating stories to a patient in bed, listening to the pleasant singing of birds, being in the company of singing young men and beautiful young women - all this contributes to “shortening the thread of physical suffering and a speedy recovery.”

Among the outstanding representatives of medicine, Vedic literature names the doctor Dvanhantari: under his auspices all therapists, surgeons, as well as astrologers who were classified in the medical class in Ancient India united. Jivaka, the court physician of the Magadha ruler in the capital of Magadha, should be considered to have really existed.

In the system of medical knowledge, important importance was attached to diagnosis. When examining the patient, his age, place of residence, physical build were taken into account, and everything that had to do with the patient’s habits and nature of activities was found out. The body was examined in sunlight. Respiration rate and heart rate were calculated both at rest and at work. Each doctor had to be able to skillfully palpate the abdominal cavity and determine the size of the spleen and liver using a ruler. Organoleptic examination of urine and pulse examination were mandatory components in the complex of diagnostic techniques.

Treatment was provided primarily at home. Some doctors had their own outpatient clinics, and even hospitals with supplies of medicines. Ancient Indian doctors knew how to perform laparotomy, craniotomy, amputation of limbs, bladder stone crushing, and clean and dry wounds.

Main stages of work during the practical lesson:

Organization of the lesson
Defining the purpose and topic of the lesson
Identification of the initial level of knowledge (oral questioning)
Discussion of topic issues
Listening and discussing reports
Doing practical work
Summing up the lesson and checking the final level of knowledge

Lesson No. 1

Topic 1: MEDICINAL SCIENCE IN ANCIENT EGYPT.

Goals:to form students’ ideas about medicine in Ancient Egypt.

Location:classroom.

Time spending:2 hours

List of practical skills:

- the ability to carry out a critical analysis of problem situations based on a systematic approach, developing an action strategy when studying medicinal science in Ancient Egypt;

- organizing and directing the work of the team, developing a team strategy to achieve the set goal when working on this topic in a practical lesson;

- the ability to analyze and take into account the diversity of cultures in the process of intercultural interaction when studying medicinal science in Ancient Egypt.

Formed competencies:UK-5.

Key questions proposed for discussion:

1. Medicine in Ancient Egypt.

Summary:

Sources of knowledge about the state of medicine in Ancient Egypt are 9 papyri with medical texts that have survived to this day, numerous hieroglyphic inscriptions on sarcophagi, pyramids, temple columns, and various monuments of material culture. Some information of a medical and hygienic nature, as well as indirect evidence about the level of development of medicine and the state of medical care in Ancient Egypt, is available in written religious monuments, state and diplomatic documents, and literary works. Information about various diseases and their treatment is found in the OAR in a number of papyri.

The Ebers papyrus, taken from Egypt and located at the University of Leipzig, deserves special attention. The papyrus consists of 110 pages of 22 lines each and has the inscription: “The Book of Preparation of Medicines for All Parts of the Body.” The Ebers Papyrus was compiled in the 17th century BC. This Egyptian medical book contains about 800 recipes, most of which are for drugs that cause vomiting, bowel movements, urination, sweating, belching and flatus.

The ancient Egyptians knew many diseases and pathological diseases. The Ebers papyrus, devoted mainly to issues of specific pathology, describes 250 diseases of various organs and parts of the body and 877 methods of treating them.

In particular, there is a detailed description of the symptoms of diseases of the gastrointestinal tract, respiratory system, bleeding, verbal illness, debilitating fevers, etc. Descriptions of diseases indicate well-developed observation and the ability to use various diagnostic techniques: examinations to identify changes in the shape and color of the external parts of the body , skin, hair, nails; palpation to determine deviations in the position, shape, tension and temperature of the abdominal and thoracic organs, limbs, etc.

Ancient Egyptian doctors knew the stage of crisis in acute diseases and considered the 10th day from the onset of the disease critical. In addition, an assessment of the achievements of the ancient Egyptians in the field of medicine is given in the works of ancient authors. Ancient sources considered them to be an exceptionally healthy people and noted that thanks to the ability to maintain health, every Egyptian looked like a doctor in the eyes of foreigners.

Judging by the available sources, the high assessment of the achievements of ancient Egyptian medicine has sufficient grounds: the Egyptians had extensive knowledge of surgical, internal and skin diseases, obstetrics, dentistry and other areas of medicine for their time, including rational diagnostic techniques, conservative and surgical treatment.

Main stages of work during the practical lesson:

Organization of the lesson
Defining the purpose and topic of the lesson
Identification of the initial level of knowledge (oral questioning)
Discussion of topic issues
Listening and discussing abstracts
Doing practical work
Summing up the lesson and checking the final level of knowledge

Lesson No. 2

Topic 2: CHINESE MEDICINE.

Goals:to form students’ ideas about Chinese medicine.

Location:classroom.

Time spending:2 hours

List of practical skills:

- the ability to carry out a critical analysis of problem situations based on a systematic approach, developing an action strategy when studying Chinese medicine;

- organizing and directing the work of the team, developing a team strategy to achieve the set goal when working on this topic in a practical lesson;

- the ability to analyze and take into account the diversity of cultures in the process of intercultural interaction when studying Chinese medicine.

Formed competencies:UK-5.

Key questions proposed for discussion:

Chinese medicine.

Summary:

Chinese medicine is one of the oldest in the world. The books that have survived to this day indicate that medical scientists of Ancient China began to describe individual medicinal plants and their medicinal uses in the 2-3 centuries BC. Medical books written in the first centuries AD describe many medications.

The famous Chinese doctor Jan Tsun-jan, who lived at the turn of the 2nd-3rd centuries, in his essay “Reflections on Typhoid Fever” gives 116 recipes. Among them are antipyretic, diuretic, sedative and other drugs.

The famous book of the same time, “Chagnon Herbalist,” describes 240 herbal medicines. In 652, Sunn Su-siao’s book “A Thousand Golden Medicines” was published.

In 659, the official state edition of the pharmacopoeia was published in China - the first pharmacopoeia in the world; here in 53 volumes a description of 844 drugs is given. The information on medicinal science accumulated over the centuries was later combined into special herbal books and collections of recipes.

A large number of medicines, mainly herbal, are used in Chinese folk medicine to this day. The arsenal of Chinese medicine was very rich and included substances of plant, animal and mineral origin. Among herbal medicines, ginseng occupied a special place and was used in a wide variety of cases (tuberculosis, anemia, febrile diseases, etc.). Schisandra, camphor, rhubarb, ginger, Indian hemp, young bamboo buds, tea, onions, garlic, resins, aconite, ipecac, fern, pepper, cloves, etc. were also used. There is information about the use of mandrake extract, opiates, hashish, etc. for pain relief. .P.

Among medicines of animal origin, along with such remedies as claws, blood, liver and heart of a tiger, skin, elephant, turtle head, dried lizards, etc., new remedies were used - antlers (the antlers of a young sika deer as a stimulant), musk.

In China in ancient centuries, the main goal was to achieve longevity, for which a variety of methods were used, including special diets, sets of physical and breathing exercises. Healers searched for the elixir of immortality, which contributed to the development of Chinese alchemy.

Main stages of work during the practical lesson:

Organization of the lesson
Defining the purpose and topic of the lesson
Identification of the initial level of knowledge (oral questioning)
Discussion of topic issues
Listening and discussing abstracts
Doing practical work
Summing up the lesson and checking the final level of knowledge

Lesson No. 2

Topic 2: SUMERIAN AND BABYLONIAN-ASSYRIAN MEDICINAL SCIENCE, MEDICINAL SCIENCE IN MESOPOTAMIA.

Goals:to form students’ ideas about medicine in Mesopotamia; study Sumerian and Babylonian-Assyrian medicine.

Location:classroom.

Time spending:2 hours

List of practical skills:

- the ability to carry out a critical analysis of problem situations based on a systematic approach, developing an action strategy when studying medicinal science in Mesopotamia and studying Sumerian and Babylonian-Assyrian medicinal science;

- organizing and directing the work of the team, developing a team strategy to achieve the set goal when working on this topic in a practical lesson;

- the ability to analyze and take into account the diversity of cultures in the process of intercultural interaction when studying medicine in Mesopotamia and studying Sumerian and Babylonian-Assyrian medicine.

Formed competencies:UK-5.

Key questions proposed for discussion:

Sumerian and Babylonian-Assyrian medicine.

Medicine in Mesopotamia

Summary:

In Mesopotamia, during excavations of Nippur, cuneiform texts were discovered, which are a kind of reference book containing a list of medicines, as well as information about the methods of their preparation and use. This is the oldest “pharmacopoeia” written in the Sumerian language no later than the second half of the 3rd thousand. BC. There are also attempts to group diseases; Mesopotamian “disease nomenclatures” were based on common clinical manifestations or causes of disease.

A special group included typhoid diseases, or diseases caused by winds, and diseases of the nervous system. A large group consisted of diseases of the genital area. Diseases from poisonous snake bites, diseases similar to trachoma, trophic ulcers, elephantiasis, and various forms of leprosy are mentioned.

Great importance in the life of the body was attached to astral influences, as well as to the fluids circulating inside the body, the ratio of which, according to Mesopotamian doctors, largely determined the state of health and illness.

The leading role was given to blood, which personified the “vital essence” among the Babylonians and Assyrians and was divided into “blood of the day” and “blood of the night.” The processes occurring in the body were compared with events in the surrounding nature: the filling of the body with blood - with the moistening of the earth by rivers, the warmth of the body - with the effect of the sun on the germination of grain, breathing - with the winds.

The essence of the disease, its cause and especially the prognosis of treatment were determined not so much in connection with the diagnosis, but on the basis of astrological data and fortune telling on the entrails of sacrificial animals.

In addition to the influence of stellar emanation, the cause of the disease could be the presence of demons who lay in wait for a person at every step. The therapy was a mixture of magical and mystical activities with rational techniques. Moreover, Mesopotamian doctors attached greater importance to the “magical” principle than the doctors of Ancient Egypt.

Thus, if in ancient Egyptian medicine magical formulas and spells did not have independent meaning, but only accompanied the preparation of medicine, surgery or a treatment procedure, then in Mesopotamian medicine magical techniques acquired independent meaning.

A major role in prescribing treatment was played by the position of the luminaries and their comparison with the data of a special astrological calendar: happy and unlucky days for the start of treatment, surgery, and childbirth were determined.

Sumerian and Babylonian-Assyrian medicine.

Along with this, Sumerian and Babylonian-Assyrian medicine had a large arsenal of medicines: various medicinal plants, oils, and petroleum were widely used. Silver, used for diseases of the genital area, and lead, used in eye practice, came from the northern highlands of the country. Medicinal raw materials were imported from Egypt, Iran, and India. Medicines were used in the form of solutions, decoctions, mixtures, ointments, and pastes. Rubbing, compresses, medicinal baths, enemas, cupping, bloodletting, and massage were prescribed. The most common means were water and oils.

The diagnosis was national in nature. Particular importance was attached to the condition of the mouth, nose, lips, the length and location of the hair on the head, the appearance of the legs, palms, features of movements or body position at rest, screams, convulsive states, and various manifestations of sexual activity. The blood, urine, and milk of lactating women were visually examined.

An extensive anatomical nomenclature has been preserved in written monuments. Drawings of intestines and hearts were applied to clay tablets. The drawings of the liver show processes, lines, lobes, gall bladder, ducts indicating their length.

Main stages of work during the practical lesson:

Organization of the lesson
Defining the purpose and topic of the lesson
Identification of the initial level of knowledge (oral questioning)
Discussion of topic issues
Listening and discussing abstracts
Doing practical work
Summing up the lesson and checking the final level of knowledge

Lesson No. 3

Topic 3: MEDICINAL SCIENCE IN ANCIENT GREECE (WORKS OF HIPPOCRATES, ASCLEPIOUS).

Goals:to form students’ ideas about medicine in Ancient Greece (about the works of Hippocrates, Asclepius).

Location:classroom.

Time spending:2 hours

List of practical skills:

- the ability to carry out a critical analysis of problem situations based on a systematic approach, developing an action strategy when studying medicinal science in Ancient Greece (the works of Hippocrates, Asclepius);

- organizing and directing the work of the team, developing a team strategy to achieve the set goal when working on this topic in a practical lesson;

- the ability to analyze and take into account the diversity of cultures in the process of intercultural interaction when studying medicine in Ancient Greece (the works of Hippocrates, Asclepius).

Formed competencies:UK-5.

Key questions proposed for discussion:

Medicines in Ancient Greece (works of Hippocrates, Asklenpius).

Summary:

Asclepius was depicted with a large staff, around which a snake was entwined - an emblem of health and medicine. In the mythology of the countries of the Ancient East, the snake also often appeared, usually together with deities who were associated with human health and medical activities.

Thus, this emblem is of ancient origin. It goes back to primitive totemism - animal culture. Asclepius lived in Northern Greece. According to Homer, he was the king of Thessaly (about 1250 BC). Subsequently, Asclepius was deified and entered Greek and world literature as the god of medical art - the son of Apollo the healer.

Many doctors of ancient Greece were considered his descendants. The patroness of the hygienic indications of medicine, Hygeia (hence the term “hygiene”) and the patroness of medicinal therapy, Panacea, were considered his daughters. Hygeia became famous for her sound preventive advice and was revered as the goddess of health. She was depicted as a young maiden holding in her left hand a cup from which a snake drinks. The image of a snake and a bowl later became the emblem of medicine.

The meaning of the emblem is that the doctor must be as wise as a snake, and wisdom must be drawn from the cup of knowledge of nature. Panacea knew how to cure “all diseases”; subsequently her name became a household name. A panacea began to be called a remedy that is credited with a therapeutic effect against all diseases. Treatment at the temples consisted mainly of a developed system of suggestion; this, first of all, included preparing the patient with fasting, prayers, sacrifices, intoxicating incense, etc. This was followed by the sleep of the sick in a special room at the temple, and the priests interpreted the dreams that the patient saw. Of the actual medical procedures, a huge influence was given to hydrotherapy and massage. The Greeks paid great attention to physical exercise, hardening and, in connection with this, personal hygiene.

In Greece there were schools for training doctors. The most famous schools are off the coast of Asia Minor, in Knidos and Kos. The representative of the school, located on the island of Kos, was the famous Hippocrates (460-377 BC). Hippocrates was one of the outstanding doctors in the slave society. The birthplace of Hippocrates is the island of Kos. His father was a doctor, his mother a midwife. The entire family has been practicing medicine for 18 generations, passing on their experience from generation to generation.

Main stages of work during the practical lesson:

Organization of the lesson
Defining the purpose and topic of the lesson
Identification of the initial level of knowledge (oral questioning)
Discussion of topic issues
Listening and discussing abstracts
Doing practical work
Summing up the lesson and checking the final level of knowledge

Lesson No. 3

Topic 3: MEDICINAL SCIENCE IN ANCIENT ROME (WORKS OF GALEN).

Goals:to form students’ ideas about medicine in Ancient Rome (the works of Galen).

Location:classroom.

Time spending:2 hours

List of practical skills:

- the ability to carry out a critical analysis of problem situations based on a systematic approach, developing an action strategy when studying medicinal science in Ancient Rome (the works of Galen);

- organizing and directing the work of the team, developing a team strategy to achieve the set goal when working on this topic in a practical lesson;

- the ability to analyze and take into account the diversity of cultures in the process of intercultural interaction when studying medicinal science in Ancient Rome (the works of Galen).

Formed competencies:UK-5.

Key questions proposed for discussion:

Medicines in Ancient Rome (works of Galen).

Summary:

Medicinal substances were used for the most part without displacement. Complex recipes were introduced later based on the teachings of the empiricists and were used by the largest representative of Roman medicine and pharmacy, Claudius Galen (131 - 201/210 AD). Galen is an outstanding Roman physician and naturalist. Born in Pergamon in the family of a wealthy Greek architect. Galen's first teacher was his father, who sought to make his son a philosopher. Galen chose the specialty of a doctor. He began studying medicine at the age of 17. To improve his medical knowledge, he traveled and visited cultural centers - Corinth, Alexandria, Cyprus, Palestine; studied healing materials, metals, resins and spices on the spot.

Returning to his homeland, he practiced medicine among gladiators for 6 years and became famous for his skill in healing wounds, dislocations and fractures. In 146 he moved to Rome and entered the service as a court physician. In Rome, Galen gained fame as an outstanding physician. He studied anatomy because he believed that the study and treatment of diseases is based on knowledge of these disciplines. Galen wrote about 400 essays, including 200 on medicine.

About 140 medical works have reached us; Some of the works were lost during the fire of the Temple of Peace in Rome, where they were kept in the library. In questions about the essence of diseases and their treatment, Galen proceeded from the study of Hippocrates and his followers, making amendments and additions to it.

Main stages of work during the practical lesson:

Organization of the lesson
Defining the purpose and topic of the lesson
Identification of the initial level of knowledge (oral questioning)
Discussion of topic issues
Listening and discussing abstracts
Doing practical work
Summing up the lesson and checking the final level of knowledge

Section 2.DEVELOPMENT OF PHARMACY IN THE ERA OF FEUDALISM.

Lesson No. 4,5,6

Key questions proposed for discussion:

1. Development of pharmacy in the era of feudalism.

2. Characteristics of the era.

3. Alchemy and its influence on the development of pharmacy.

4. Pharmacy and medicine in the countries of the East.

5. The role of Eastern scientists in the development of pharmacy (Avicenna, Ibn Sina, Al Biruni).

6. Salerno Medical School. Antidotarium - the first pharmacopoeia.

7. The first European pharmacies.

8. Paracelsus - founder of iatrochemistry.

Lesson No. 4

Topic 4: CHARACTERISTICS OF THE ERA. ALCHEMY AND ITS INFLUENCE ON THE DEVELOPMENT OF PHARMACY.

Goals:increaselevel of general and professional culture; study the general characteristics of the era of feudalism in the development of pharmacy; to form in students an idea of alchemy and its influence on the development of pharmacy.

Location:classroom.

Time spending:2 hours

List of practical skills:

- the ability to carry out a critical analysis of problem situations based on a systematic approach, developing an action strategy when studying the general characteristics of the era;

- organizing and managing the work of the team, developing a team strategy to achieve the set goal when working on these topics in a practical lesson;

- the ability to analyze and take into account the diversity of cultures in the process of intercultural interaction when studying the general characteristics of the era of feudalism.

Formed competencies:UK-5.

Summary:

Second half of the 5th century AD – the fall of the Western Roman Empire (476) is the historical line between the outdated slave system and the feudalism that replaced it. This period is one of the most important stages in the development of pharmacy as a science. The era of feudal relations covers a fairly long period, 12-13 centuries.

The feudal system in Western Europe includes three stages.

Early Middle Ages(from V to X - XI centuries) followed directly after the fall of the slave system in Rome and the invasion of the barbarians. The period from the ancient world to the Middle Ages in Western Europe was associated with economic and cultural decline. In the early Middle Ages, subsistence farming predominated.

In the developed (classical) Middle Ages (from the 11th to the 15th centuries), with the growth of productive forces, cities became centers of crafts and trade. Craftsmen united into workshops and strengthened commodity-money relations. Trade developed and grew both within a single country and between countries. The spiritual culture of the Middle Ages was under the yoke of the church, which affirmed the divine immutability of the existing class order. In the X – XIII centuries. Scholasticism became the dominant form of philosophy in Western Europe. She proceeded from the position that all possible knowledge was already given either in the Holy Scriptures or in the works of the “fathers” of the churches. The philosophical basis of medieval science was, first of all, the teachings of Aristotle, largely distorted and put at the service of theologians. Aristotle was canonized by scholastic science, he was called “the forerunner of Christ in the explanation of nature.”

Late Middle Ages(end of the 15th – second half of the 17th centuries) is characterized by new features that distinguish it from its predecessors. The development of crafts and trade gave rise to the emergence of manufactory - an enterprise cooperated in large associations based on handcraft techniques with elements of division of labor.

The growth of production prompted the search for new markets, the acquisition and expansion of colonies. Connected with this is a period of distant travels and major geographical discoveries, which had an exceptional influence on the entire further economic, political and cultural development of Europe. These discoveries contributed to the enrichment of the medicinal catalog with many previously unknown plants. From the south and east of Asia (India, China) opium, camphor, resins and other medicinal substances were brought to Europe along with spices, and from America - cinchona bark, yapala roots, coca fruits, cocoa, ipecac.

Topic 2.2.Alchemy and its influence on the development of pharmacy.

Alchemy had a great influence on the development of medicine and pharmacy during the Middle Ages. Alchemy is a pre-scientific period in the development of chemistry, which began in Alexandria in the 3rd - 4th centuries. AD and continued in Western Europe until the beginning of the 16th century. The word “alchemy” comes from the Arabic alchimia, which goes back to the Greek “humos”, “himevkis” - pour, cast, which indicates a connection with the art of smelting and casting metals, or from “hemi” - black earth - the ancient name of Egypt, which connects it with the place where this art originated. Alchemy is the key to all knowledge, the crown of medieval learning, filled with the desire to obtain the philosopher's stone, which promises its owner wealth and eternal life. The main goal of the alchemist is the search for the “elixir of life.”

Main stages of work during the practical lesson:

Organization of the lesson
Defining the purpose and topic of the lesson
Identification of the initial level of knowledge (oral questioning)
Discussion of topic issues
Listening and discussing abstracts
Doing practical work
Summing up the lesson and checking the final level of knowledge

Lesson No. 5

Topic 5: PHARMACY AND MEDICINE IN EASTERN COUNTRIES. THE ROLE OF EASTERN SCIENTISTS IN THE DEVELOPMENT OF PHARMACY (AVICENNA, IBN-SINA, AL BIRUNI).

Goals:to develop students’ knowledge about pharmacy and medicine in Eastern countries; studythe role of Eastern scientists in the development of pharmacy.

Location:classroom.

Time spending:2 hours

List of practical skills:

- the ability to carry out a critical analysis of problem situations based on a systematic approach, developing an action strategy when studying information aboutpharmacy and medicine in the countries of the East,the role of Eastern scientists in the development of pharmacy;

- organizing and directing the work of the team, developing a team strategy to achieve the set goal when working on these topics in a practical lesson;

- the ability to analyze and take into account the diversity of cultures in the process of intercultural interaction when studying information aboutpharmacy and medicine in the countries of the East,the role of Eastern scientists in the development of pharmacy.

Formed competencies:UK-5.

Summary:

In the middle of the 7th century, major wars of conquest by the Arabs began under the banner of Islam. In the first half of the 8th century, a huge state was formed - the Arab Caliphate with its capital in Damascus. The expansion of the Arabs led them to India in the east, and to the shores of the Atlantic Ocean in the west. Moreover, in a relatively short time, the vast empire included Persia, Syria, Armenia, all of North Africa (from Egypt to Morocco) and Spain.

In 750, power in the Caliphate passed to the Abbasid dynasty. Soon the caliph founded a new capital - Baghdad. The location for the capital was chosen well: in the fertile, densely populated valley of Mesopotamia, trade routes from Arabia, Syria, Transcaucasia, and Iran intersected. The Arab state under the Abbasids was called the Baghdad Caliphate.

However, the huge Arab power did not exist for long. Already in the second half of the 8th century, the process of its collapse and the formation of Muslim powers, the so-called countries of the Arab Caliphates, began, whose dominance continued until the 12th – 13th centuries.

Unlike other major conquerors, the Arabs in their empire not only did not seek to destroy the cultural values of the conquered states, but, on the contrary, began to study them.

Main stages of work during the practical lesson:

Organization of the lesson
Defining the purpose and topic of the lesson
Identification of the initial level of knowledge (oral questioning)
Discussion of topic issues
Listening and discussing abstracts
Doing practical work
Summing up the lesson and checking the final level of knowledge

Lesson No. 6

Topic 6: SALERNO MEDICAL SCHOOL. ANTIDOTARIUM – THE FIRST PHARMACOPOEIA. THE FIRST EUROPEAN PHARMACIES.

PARACELSUS - FOUNDER OF IATROCHEMISTRY.

Goals:to form students' knowledge aboutSalerno Medical School, about antidotary, the first European pharmacies; study the teachings of Paracelsus, the founder of iatrochemistry.

Location:classroom.

Time spending:2 hours

List of practical skills:

- the ability to carry out a critical analysis of problem situations based on a systematic approach, developing an action strategy when studying informationOSalerno Medical School, about antidotary, the first European pharmacies, about the teachings of Paracelsus - the founder of iatrochemistry;

- organizing and directing the work of the team, developing a team strategy to achieve the set goal when working on these topics in a practical lesson;

- ability to analyze and take into account the diversity of cultures in the process of intercultural interaction when studying informationOSalerno Medical School, about antidotary, the first European pharmacies, the teachings of Paracelsus - the founder of iatrochemistry.

Formed competencies:UK-5.

Summary:

Subject.Salerno Medical School. Antidotarium - the first pharmacopoeia.

The Salerno medical school played a major role in the history of medicine and pharmacy. The first mention of it dates back to the 9th century. Ancient Salerno, located in the depths of the Gulf of Pestan, from the beginning of the 11th century BC. was a Roman colony and became famous as a resort. The city's favorable location contributed to its development and prosperity. Salerno traded widely with the East, and this trade especially revived since the 1st Crusade (1096-1099).

The Salerno Medical School developed as a practical school. The teaching was based on the works of ancient Greek scientists. The heritage of ancient medicine was carefully preserved and developed there, in the “Hippocratic community,” as Salerno began to be called.

The development of the Salerno school was greatly influenced by the works of Latin authors of the late Roman Empire and the early Middle Ages. One of them is Constantine the African (1020-1087). Thanks to his translations, the medical works of Arab scientists became famous in Europe. In the era of early Salerno, in the 9th - 11th centuries, works of a practical nature were created at the school: “Antidotarium” - a collection of the most common medicines, “Passionary” - a practical guide to the diagnosis of various diseases, etc.

Starting from the 11th century, the most prominent doctors of the school were: John Platearius, the author of a practical manual on medicine, Cofo, who wrote essays on fevers and local pathology, Ferrari, the author of an essay on fevers. The 12th century is considered the time of the highest flowering of the Salerno school.

During this period, Salerno became a famous medical center in Europe. The Salerno school was the only one in the empire to whom Emperor Frederick II gave the right to confer the title of doctor and prohibited him from practicing medicine without the appropriate license from this school. The training lasted five years, followed by a year of compulsory practice. The training was preceded by a three-year preparatory course.

Subject.The first European pharmacies.

Pharmacies were the first to become widespread in Italy. In the 9th century. The first urban European pharmacy was opened by Constantine the African in the city of Salerno, in southern Italy, where the famous Salerno medical school arose at the same time. Through the efforts of many Arab doctors who lived in Italy, pharmacies began to open throughout the country.

From the 12th century they spread to Spain, Portugal and other European countries. Pharmacies at that time were called stationes, and pharmacists were called confectionarii. There already existed a number of professions related to the pharmacy business: herbarians - herb collectors, pestarians - people who crushed roots, specionaries - spice traders.

In the chronicles of various European cities dating back to the 12th-13th centuries, there are references to pharmacists.

The opening of a pharmacy, operating rules, qualifications of workers, prices for medicines, the procedure for storing and dispensing medicines, including poisonous ones, were regulated by special Charters that have the force of law. Thus, already at the beginning of the 12th century, a “Council of Elders” was established in Venice, which controlled the work of Venetian pharmacies. Control over pharmacy shops and spice trade was strict. Every year, during inspections, substandard goods were confiscated, and those found guilty were deprived of the right to trade.

SubjectParacelsus is the founder of iatrochemistry.

In the struggle to create medicines based on precise chemical knowledge, a new science was born, called iatrochemistry. Iatrochemistry (from the Greek iatros - doctor and chimeia - chemistry) is a direction in medicine that arose at the beginning of the 16th century in Western Europe. Its representatives viewed processes in the human body as chemical phenomena, and diseases as a result of chemical imbalance. The emergence of iatrochemical ideas is associated with living conditions under feudalism.

The guiding principle in the research of iatrochemists is the service of medicine, the fight against diseases with the help of chemicals. During the period of iatrochemistry, the tendency to use chemical knowledge for medical purposes emerged with particular force.

The origin and development of iatrochemistry, which became most widespread in Germany and the Netherlands, is associated with the activities of Paracelsus. It was he who formed its main provisions.

Main stages of work during the practical lesson:

Organization of the lesson
Defining the purpose and topic of the lesson
Identification of the initial level of knowledge (oral questioning)
Discussion of topic issues
Listening and discussing abstracts
Doing practical work
Summing up the lesson and checking the final level of knowledge

Section 3.PHARMACY IN THE ERA OF CAPITALISM.

Lesson No. 7.8

Key questions proposed for discussion:

1. Characteristics of the era.

2. Development of science under capitalism.

3. The influence of great discoveries in the field of natural science on the development of pharmacy.

4. Outstanding scientists - pharmacists and their contributions to the development of science.

5. Lomonosov M.V. his life and work discoveries of Lomonosov M.V. and his contribution to the development of chemistry and pharmacy.

6. The emergence of the chemical and pharmaceutical industry.

7. Great natural scientific discoveries of the late 18th and early 19th centuries and their influence on the development of medicinal science.

8. Phlogeston theory.

9. Scientific achievements of pharmacists. Discovery of alkaloids.

10. The emergence of new drugs.

Lesson No. 7

Topic 7: CHARACTERISTICS OF THE ERA.

DEVELOPMENT OF SCIENCE UNDER CAPITALISM. GREAT NATURAL SCIENTIFIC DISCOVERIES OF THE END OF THE 18TH AND BEGINNING OF THE 19TH CENTURIES. THEIR INFLUENCE ON THE DEVELOPMENT OF DRUGS. OUTSTANDING PHARMACIST SCIENTISTS AND THEIR CONTRIBUTION TO THE DEVELOPMENT OF SCIENCE.

Goals:to form students' knowledge aboutpharmacy in the era of capitalism.

Location:classroom.

Time spending:2 hours

List of practical skills:

- the ability to carry out a critical analysis of problem situations based on a systematic approach, developing an action strategy when studying information about pharmacy in the era of capitalism;

- organizing and directing the work of the team, developing a team strategy to achieve the set goal when working on these topics in a practical lesson;

- ability to analyze and take into account the diversity of cultures in the process of intercultural interaction when studying informationOpharmacy in the era of capitalism.

Formed competencies:UK-5.

Summary:

The development of pharmacy in the 18th century was facilitated by the work of many Russian scientists. As is known, such outstanding Russian scientists as M.V. Lomonosov, S.M. Krasheninnikov, M.V. Severgin, T.E. Lovitz, N.M. Maksimovich-Ambodik and many other scientists lived and worked in Russia. With their diverse scientific and practical activities, which were patriotic and progressive in nature, they proved the ability of the Russian people to independently develop domestic science and culture and influence the development of world science.

A particularly grandiose role in the development of Russian science, culture and technology belongs to the great Russian scientist M. V. Lomonosov (1711-1765). Activities of Losonosov M.V. was aimed at creating conditions conducive to the “prosperity of science in Russia.” The broad mind of M.V. Lomonosov covered almost all aspects of the Russian state system, and in his thoughts about improving the social structure of his homeland, M.V. Lomonosov inevitably encountered issues of organizing medical care for the population. He touched upon the issue of the lack of medicines and pharmacies and in a letter to I. I. Shuvalov indicated that “a sufficient number of pharmacies are required in all cities,” while “our pharmacies are so scarce that not only in every city, but also in noble great cities have not been built to this day...” (VI, 396 - 397, 389). He insisted on the development of domestic medicinal plant growing and charged the professor of botany at the Academy of Sciences with the responsibility of planting a botanical garden and “trying to learn about local medicinal herbs for the pleasure of local pharmacies with homemade materials...”

Main stages of work during the practical lesson:

Organization of the lesson
Defining the purpose and topic of the lesson
Identification of the initial level of knowledge (oral questioning)
Discussion of topic issues
Listening and discussing abstracts
Doing practical work
Summing up the lesson and checking the final level of knowledge

Lesson No. 8

Topic 8: LIFE AND ACTIVITY OF LOMONOSOV M.V. PHLOGISTON THEORY. DISCOVERY OF ALKALOIDS. THE ORIGIN OF THE CHEMICAL-PHARMACEUTICAL INDUSTRY.

Goals:to form students' knowledge aboutpharmacy in the era of capitalism.

Location:classroom.

Time spending:2 hours

List of practical skills:

- the ability to carry out a critical analysis of problem situations based on a systematic approach, developing an action strategy when studying information about pharmacy in the era of capitalism;

- organizing and directing the work of the team, developing a team strategy to achieve the set goal when working on these topics in a practical lesson;

- ability to analyze and take into account the diversity of cultures in the process of intercultural interaction when studying informationOpharmacy in the era of capitalism.

Formed competencies:UK-5.

Summary:

Main stages of work during the practical lesson:

Organization of the lesson
Defining the purpose and topic of the lesson
Identification of the initial level of knowledge (oral questioning)
Discussion of topic issues
Listening and discussing abstracts
Doing practical work
Summing up the lesson and checking the final level of knowledge

Section 4.HISTORY OF RUSSIAN PHARMACY. REFORM OF PETER I.

Lesson No. 9,10

Key questions proposed for discussion:

1. Pharmacy in the era of Peter I.

2. Medicine in Russia in the 18th century.

3. Pharmacy reform. Reorganization of the Pharmacy Order.

4. Reforms of Peter I in the field of pharmacy.

5. The formation of pharmaceutical science.

6. Training of pharmacy workers.

7. Pharmaceutical legislation. Military and civilian pharmacopoeias.

Lesson No. 9

Topic 9: PHARMACY IN THE ERA OF PETER I. MEDICINE BUSINESS IN RUSSIA AT THE BEGINNING OF THE 13TH CENTURY. PHARMACY REFORM. REORGANIZATION OF THE PHARMACY ORDER. REFORM OF PETER I IN THE FIELD OF PHARMACY.

Goals:to develop students' knowledge abouthistory of Russian pharmacy and reforms of Peter I in the field of pharmacy.

Location:classroom.

Time spending:2 hours

List of practical skills:

- the ability to carry out a critical analysis of problem situations based on a systematic approach, developing an action strategy when studying informationabouthistory of Russian pharmacy and reforms of Peter I in the field of pharmacy;

- organizing and directing the work of the team, developing a team strategy to achieve the set goal when working on these topics in a practical lesson;

- ability to analyze and take into account the diversity of cultures in the process of intercultural interaction when studying informationabouthistory of Russian pharmacy and reforms of Peter I in the field of pharmacy.

Formed competencies:UK-5.

Summary:

Around the end of the 16th - beginning of the 17th century, a state institution was created to manage medical affairs in Russia - the Pharmacy Prikaz. This order was in charge of organizing the procurement of medicinal plants, training doctors and specialists in the preparation of medicines, provided medical and medicinal assistance to the Russian army, and tested the medical knowledge of doctors, healers and pharmacists who came to work in Russia from other countries. The Pharmacy Order was an original, uniquely Russian state body for the management of medical and pharmacy business. Already in the first half of the 17th century, under the leadership of the Aptekarsky Prikaz, the first apothecary garden in Russia was organized for growing medicinal plants and making medicines from them.

Main stages of work during the practical lesson:

Organization of the lesson
Defining the purpose and topic of the lesson
Identification of the initial level of knowledge (oral questioning)
Discussion of topic issues
Listening and discussing abstracts
Doing practical work
Summing up the lesson and checking the final level of knowledge

Lesson No. 10

Topic 10. FORMATION OF PHARMACEUTICAL SCIENCE.

TRAINING OF PHARMACY WORKERS. PHARMACEUTICAL LEGISLATION. MILITARY AND CIVIL PHARMACOPOEIA.

Goals:to develop students' knowledge abouthistory of Russian pharmacy and reforms of Peter I in the field of pharmacy.

Location:classroom.

Time spending:2 hours

List of practical skills:

- organizing and directing the work of the team, developing a team strategy to achieve the set goal when working on these topics in a practical lesson;

Formed competencies:UK-5.

Summary:

Main stages of work during the practical lesson:

Organization of the lesson
Defining the purpose and topic of the lesson
Identification of the initial level of knowledge (oral questioning)
Discussion of topic issues
Listening and discussing abstracts
Doing practical work
Summing up the lesson and checking the final level of knowledge

Section 5. DEVELOPMENT OF DOMESTIC PHARMACY IN THE XIX AND EARLY XX CENTURIES.

Lesson No. 11,12

Key questions proposed for discussion:

1. Development of domestic scientific pharmacy during this period.

2. New rules for opening private pharmacies.

3. Zemstvo pharmacies.

4. Russian pharmacy in the late 19th and early 20th centuries.

5. Characteristics of drug services.

6. The first pharmaceutical enterprises in Russia. Production of medicines.

7. Pharmaceutical education St. Petersburg Pharmaceutical Society.

Lesson No. 11

Topic 11: DEVELOPMENT OF SCIENTIFIC PHARMACY IN THIS PERIOD.

NEW RULES FOR OPENING PRIVATE PHARMACIES. ZEMSTY PHARMACIES.

RUSSIAN PHARMACY AT THE END OF THE 19TH AND THE BEGINNING OF THE XX CENTURY.

Goals:to form students' knowledge aboutdevelopment of domestic pharmacy in the 19th and early 20th centuries.

Location:classroom.

Time: 2 hours

List of practical skills:

- the ability to carry out a critical analysis of problem situations based on a systematic approach, developing an action strategy when studying informationOdevelopment of domestic pharmacy in the 19th and early 20th centuries;

- organizing and directing the work of the team, developing a team strategy to achieve the set goal when working on these topics in a practical lesson;

- ability to analyze and take into account the diversity of cultures in the process of intercultural interaction when studying informationOdevelopment of domestic pharmacy in the 19th and early 20th centuries.

Formed competencies:UK-5.

Summary:

The second half of the 19th century was characterized by the rapid development of capitalism. Pharmacy owners were opposed to opening new pharmacies. The need to abolish the privilege was felt already in the early 60s of the 19th century. In 1864, the tsarist government established new rules for opening pharmacies. In capital and provincial cities, standards for the number of residents, the number of prescriptions and cash turnover per pharmacy were determined.

For rural areas, the distance between pharmacies was determined to be 15 versts (16 km). These rules to some extent limited the arbitrariness of pharmacy owners when deciding on the opening of new pharmacies. However, private pharmacy owners took every measure to prevent the opening of new pharmacies. They hid the true number of prescriptions received by the pharmacy, often did not register prescriptions or assigned one number to several dosage forms prescribed by a doctor on one form, and did not show the true turnover. Therefore, the government subsequently changed the rules, leaving only the norm for residents, and established the distance between rural pharmacies at 7 miles (7.5 km).

Main stages of work during the practical lesson:

Organization of the lesson
Defining the purpose and topic of the lesson
Identification of the initial level of knowledge (oral questioning)
Discussion of topic issues
Listening and discussing abstracts
Doing practical work
Summing up the lesson and checking the final level of knowledge

Lesson 12.

Topic 12. CHARACTERISTICS OF DRUG SERVICES TO THE POPULATION.

THE FIRST PHARMACEUTICAL ENTERPRISES IN RUSSIA. PRODUCTION OF MEDICINES. PHARMACEUTICAL EDUCATION. PETERSBURG PHARMACEUTICAL SOCIETY.

Goals:to form students' knowledge aboutdevelopment of domestic pharmacy in the 19th and early 20th centuries.

Location:classroom.

Time: 2 hours

List of practical skills:

- organizing and directing the work of the team, developing a team strategy to achieve the set goal when working on these topics in a practical lesson;

Formed competencies:UK-5.

Summarymodular unit 12:

Main stages of work during the practical lesson:

Organization of the lesson
Defining the purpose and topic of the lesson
Identification of the initial level of knowledge (oral questioning)
Discussion of topic issues
Listening and discussing abstracts
Doing practical work
Summing up the lesson and checking the final level of knowledge

Section 6.DEVELOPMENT OF DOMESTIC PHARMACY IN THE XX CENTURY.

Key questions proposed for discussion:

1. The formation of Soviet pharmacy in the first years after the October Revolution and in the pre-war years.

2. Pharmaceutical service during the Great Patriotic War.

3. Pharmacy in the post-war years.

4. Features of drug provision during this period.

5. Development of pharmacy in the period 60-80 years of the XX century. Scientific Society of Pharmacists.

Lesson No. 13

Topic 13: FORMATION OF SOVIET PHARMACY IN THE FIRST YEARS AFTER THE OCTOBER REVOLUTION AND IN THE PRE-WAR YEARS.

Goals:to form students' knowledge aboutdevelopment of domestic pharmacy in the 20th century.

Location:classroom.

Time spending:2 hours

List of practical skills:

- organizing and directing the work of the team, developing a team strategy to achieve the set goal when working on these topics in a practical lesson;

- ability to analyze and take into account the diversity of cultures in the process of intercultural interaction when studying informationOdevelopment of domestic pharmacy in the 20th century.

Formed competencies:UK-5.

Summary:

The 1917 revolution made it possible to make health care a state matter. The first medical organization in 1917 was the Medical and Sanitary Department under the Military Revolutionary Committee. This department was entrusted with organizing medical care for workers and soldiers. The Military Revolutionary Committee was disbanded on December 5, 1917. Its departments were transferred to the jurisdiction of various commissariats, and the medical and sanitary department was reorganized into a department of the Petrograd Soviet of Workers' and Soldiers' Deputies.

In January 1918, the Council of People's Commissars (SNK) formed the Council of Medical Colleges, the highest medical body under the Soviet government. One of his tasks was further work on organizing local medical and sanitary departments of the Soviets.

On July 11, 1918, the People's Commissariat of Health was created. His main issues in the work of the People's Commissariat were: the organization of publicly available free and qualified medical care to the population, full medical care for the army, and the fight against epidemics. The first organizers and leaders of healthcare were N.A. Semashko and Z.P. Soloviev.

In 1919, at the congress of the Communist Party, the goals and objectives of Soviet healthcare were defined: 1) Carrying out extensive sanitary measures a) improving the health of populated areas b) organizing public catering on a scientific and hygienic basis c) organizing measures to prevent the development and spread of infectious diseases d) creating a sanitary legislation. 2) The fight against social diseases (tuberculosis, sexually transmitted diseases, alcoholism). 3) Providing publicly available, free and qualified medical and medicinal care.

After the revolution, the nationalization of pharmacies began: in Kharkov, pharmacies were nationalized on November 15, 1917, in Nizhny Novgorod on February 22, 1918, in Petrograd in March 1918, in Moscow in October 1918.

Main stages of work during the practical lesson:

Organization of the lesson
Defining the purpose and topic of the lesson
Identification of the initial level of knowledge (oral questioning)
Discussion of topic issues
Listening and discussing abstracts
Doing practical work
Summing up the lesson and checking the final level of knowledge
Lesson 14.

Topic 14. PHARMACEUTICAL SERVICE DURING THE GREAT PATRIOTIC WAR. PHARMACY IN THE POST-WAR YEARS. FEATURES OF MEDICINE PROVISION DURING THIS PERIOD.

Goals:to form students' knowledge aboutdevelopment of domestic pharmacy in the 20th century.

Location:classroom.

Time spending:2 hours

List of practical skills:

- organizing and directing the work of the team, developing a team strategy to achieve the set goal when working on these topics in a practical lesson;

- ability to analyze and take into account the diversity of cultures in the process of intercultural interaction when studying informationOdevelopment of domestic pharmacy in the 20th century.

Formed competencies:UK-5.

Summary:

Main stages of work during the practical lesson:

Organization of the lesson
Defining the purpose and topic of the lesson
Identification of the initial level of knowledge (oral questioning)
Discussion of topic issues
Listening and discussing abstracts
Doing practical work
Summing up the lesson and checking the final level of knowledge

Lesson 15

Topic 15. SCIENTIFIC SOCIETIES OF PHARMACISTS. DEVELOPMENT OF PHARMACY BUSINESS IN THE 60-80 YEARS OF THE XX CENTURY.

Goals:to form students' knowledge aboutdevelopment of domestic pharmacy in the 20th century.

Location:classroom.

Time spending:2 hours

List of practical skills:

- organizing and directing the work of the team, developing a team strategy to achieve the set goal when working on these topics in a practical lesson;

- ability to analyze and take into account the diversity of cultures in the process of intercultural interaction when studying informationOdevelopment of domestic pharmacy in the 20th century.

Formed competencies:UK-5.

Summary:

Main stages of work during the practical lesson:

Organization of the lesson
Defining the purpose and topic of the lesson
Identification of the initial level of knowledge (oral questioning)
Discussion of topic issues
Listening and discussing abstracts
Doing practical work
Summing up the lesson and checking the final level of knowledge

Section 7.HISTORY OF THE DEVELOPMENT OF RUSSIA PHARMACY AND INTERNATIONAL COOPERATION.

Key questions proposed for discussion:

Development of Russian pharmacy in the last decade of the 20th century.
History of the development and formation of PMF.
International cooperation in the field of healthcare and pharmacy.

Lesson No. 16

Topic 16: DEVELOPMENT OF RUSSIAN PHARMACY IN THE LAST DECADE OF THE 20TH CENTURY.

Goals:to form students' knowledge aboutdevelopment of Russian pharmacy in the last decade of the 20th century.

Location:classroom.

Time spending:2 hours

List of practical skills:

- the ability to carry out a critical analysis of problem situations based on a systematic approach, developing an action strategy when studying informationOdevelopment of Russian pharmacy in the last decade of the 20th century;

- organizing and directing the work of the team, developing a team strategy to achieve the set goal when working on these topics in a practical lesson;

- ability to analyze and take into account the diversity of cultures in the process of intercultural interaction when studying informationOdevelopment of Russian pharmacy in the last decade of the 20th century.

Formed competencies:UK-5.

Summary:

The transition of the domestic economy to market relations, accompanied by processes of denationalization of property, liberalization of prices, as well as active integration into the world economy, led to a number of serious changes in the pharmaceutical market.

The directive issued in 1992 in pursuance of the decree of the President of the Russian Federation by the Ministry of Health of Russia to the Pharmacy associations on granting the rights of a legal entity with the opening of current accounts to all pharmacy institutions led to a radical change in the pharmacy service management system and the economic conditions for the activities of pharmaceutical organizations.

Another instrument for the transition to market relations was the adoption of the Law of the Russian Federation of March 22, 1991 No. 948-1 “On competition and restriction of monopolistic activities in commodity markets.” Demonopolization of the pharmacy network in the country took place mainly in two ways: the forced separation of wholesale and retail pharmacy enterprises with the status of a legal entity (for example, in the Kirov region, Kostroma and other regions); corporatization of the State Enterprise "Pharmacia" (for example, in the Primorsky Territory, Vladimir, Penza regions).

At the federal level, as a result of all the transformations, a rather paradoxical picture has emerged, including both previously existing and new divisions claiming to represent the interests of the pharmacy service. So, after the liquidation of the USSR Ministry of Health, the All-Union Association “Pharmacia” was reorganized into the Russian import-export association “Pharmimex”.

The Republican Association "Rospharmacia" also retained its position and, after transformation into an open joint-stock company, became an independent company with mixed capital (public and private) with the right to engage in any business permitted in Russia, including the right to represent the interests of the state in obtaining and concluding contracts with enterprises for orders for government needs.

All these associations received the right to independently engage in foreign trade activities. At the same time, specialized foreign trade associations were preserved, created within the framework of the USSR Ministry of Foreign Trade, then the USSR Ministry of Medical Industry and the USSR Ministry of Health - Medexport and Soyuzzdravexport.

Main stages of work during the practical lesson:

Organization of the lesson
Defining the purpose and topic of the lesson
Identification of the initial level of knowledge (oral questioning)
Discussion of topic issues
Listening and discussing abstracts
Doing practical work
Summing up the lesson and checking the final level of knowledge

Lesson No. 17

Topic 17: HISTORY OF THE DEVELOPMENT AND FORMATION OF PIMFI.INTERNATIONAL COOPERATION IN THE FIELD OF HEALTHCARE AND PHARMACY.

Goals:to develop students' knowledge abouthistory of the development and formation of PMFI; studyinternational cooperation in the field of healthcare and pharmacy.

Location:classroom.

Time spending:2 hours

List of practical skills:

- the ability to carry out a critical analysis of problem situations based on a systematic approach, developing an action strategy when studying information about the history of the development and formation of PMFI andinternational cooperation in the field of healthcare and pharmacy;

- organizing and directing the work of the team, developing a team strategy to achieve the set goal when working on these topics in a practical lesson;

- ability to analyze and take into account the diversity of cultures in the process of intercultural interaction when studying information about the history of the development and formation of PIMFI andinternational cooperation in the field of healthcare and pharmacy.

Formed competencies:UK-5.

Summary:

The history of the Pyatigorsk Medical and Pharmaceutical Institute (PMFI) - a branch of the Volgograd State Medical University (Volgograd State Medical University) began in the difficult years of the Great Patriotic War, when in August 1941 the Dnepropetrovsk Pharmaceutical Institute (DFI) was evacuated to the Caucasian Mineralnye Vody, in the city of Pyatigorsk. a significant part of its material base. About 100 employees, led by the director of the institute, Professor M.A., arrived from Dnepropetrovsk to the North Caucasus. Volynskaya.

Maria Borisovna Volynskaya - director of the Dnepropetrovsk Pharmaceutical Institute, evacuated to Pyatigorsk, August 1941 - April 1942.

In Pyatigorsk, the DFI team organized the educational process, recruiting students for the 1st year in September 1941. During this period, the following people worked at the institute: Professor N.V. Vavilov (pharmaceutical chemistry), professor A.I. Mulikov (pharmacology), professor L.V. Reinhardt (zoology and anatomy), professor A.V. Reinhardt (Department of Botany), Professor D.N. Monastyrsky (department of analytical chemistry), associate professor A.L. Shinkarenko (forensic chemistry), associate professor G.G. Skrobansky (organic chemistry), etc.

At the end of April 1942, the DFI team was replenished with a small group of teachers and students from the Leningrad Pharmaceutical and Second Leningrad Medical Institutes.

Main stages of work during the practical lesson:

Organization of the lesson
Defining the purpose and topic of the lesson
Identification of the initial level of knowledge (oral questioning)
Discussion of topic issues
Listening and discussing abstracts
Doing practical work
Summing up the lesson and checking the final level of knowledge

1. List of recommended literature, including electronic educational publications

Petrova I.A. History of pharmacy: educational method. aid for students by correspondence. dept. pharmaceutical fak. Volgograd: VolgSMU Publishing House, 2014.- 140 p.
Semenchenko V.F. History of pharmacy: textbook. 2nd ed. M.: ALFA-M, 2011.- 592 p.
Salo V.M. History of pharmacy in Russia. M.: Litterra, 2007.- 256 p.
Semenchenko V.F. History of pharmacy: textbook. allowance. M.: March, 2003. - 640 p.

[Electronic resource] Electronic library system (ELS) “University library online”. Access mode:www.biblioclub.ru

2. List of software

3. List of professional databases, information reference systems, electronic educational resources

World history: textbook / ed. G.B. Polyak and A.N. Markova. [Electronic resource] Electronic library system (ELS) “University library online”. Access mode:www.biblioclub.ru

“History of the Russian Federation”, federal historical portal (resource address:www.histrf.ru).

“World History”, information portal (resource address:www.Historic.ru).

Catalog of historical sites (resource address:www.HistoryLinks.Ru).

http://bibl.volgmed.ru/MegaPro/Web – EBS of VolgSMU (database of publications created by scientific research and scientific staff of the university in the disciplines of educational programs implemented at VolgSMU) (professional database)

https://e.lanbook.com/ – network electronic library (database of works by members of the network library of medical universities in the country, part of the Consortium of network electronic libraries on the platform of the Lan Publishing House electronic library system) (professional database)

ПЯТИГОРСКИЙ МЕДИКО-ФАРМАЦЕВТИЧЕСКИЙ ИНСТИТУТ - ФИЛИАЛ ФГБОУ ВО ВолгГМУ МИНЗДРАВА РОССИИ

УЧЕБНЫЙ ПОРТАЛ E-LEARNING

Информация о курсе

История фармации II семестр

1. List of recommended literature, including electronic educational publications