Medical reformation process based on a human-centered approach requires universities to train healthcare professionals who are able to update knowledge and skills quickly, to adapt to new conditions, and be highly qualified and competitive specialists. The development of qualities that ensure communication with patients such as empathy is still of great importance. Empathy is an essential component in the professional activity of doctors of all specialties, therefore the fostering of empathy in students must be considered as inseparable component of future doctors’ training, a precondition for the successful independent practice. The article describes the concept of empathy, its types and components, considers the methods of forming empathy and analyzes some of them. Special attention is focused on the importance of developing empathy in the professional activity of doctors of all specialties. Empathy in a clinical context is the doctor's ability to understand the emotions of patients that can contribute to more thorough history taking and making more accurate diagnosis and as a consequence an effective personalized treatment plan. Clinical empathy includes the following components: 1 – the ability to understand the patients’ condition, their feelings (emotions); 2 – the ability to make a rapport with patients in order to understand their mental state, emotions, and check the accuracy of this understanding; 3 – the ability to act in a certain therapeutic way (taking into account the understanding of the patient's mental state). According to many researchers, empathy is a genetically determined property, strengthened or weakened by an individual's life experience that depends on certain individual personality traits, but scientists have proven that empathy can be fostered. According to the literature, a decline in the level of empathy is usually observed in the third year of medical training, when students begin clinical classes that require contact with patients. The researchers associate this decline with the deflation of the ideal image of a doctor and his / her professional role, which young people had when beginning their medical studies. The decrease in empathy after passing their first clinical classes can also be understood as a kind of protection mechanism in case of getting into various difficult and serious life-threatening situations. Other authors claim that there is no noticeable change in the level of empathy. Such ambiguous results arise can be explained by the fact that researchers use various evaluation methods and once again emphasize the relevance of these processes in modern clinical practice. Involvement of students in coming in contact with patients, and namely, during survey, examination and treatment; discussion of clinical cases with analysis of applied examination methods, treatment plan and prognosis helps to form and develop empathy, teaches communication with patients, which are quite important qualities of a doctor. When fostering empathy in students, one should not forget that during work the doctor encounters some stressful situations that are associated with the suffering of patients, and therefore, along with empathy, the doctor must possess stress resistance in order not to succumb to psychological deformation, emotional exhaustion and professional burnout, which in turn can negatively affect the quality of diagnosis and the effectiveness of patient treatment. It is worth noting that the achievements of modern medicine in the field of anesthesiological support, surgical intervention technologies, and patient care enable to harmonize this border between empathy and psychological deformation. Thus, during the professional training of doctors, educators and clinicians should pay special attention not only to the students’ acquisition of practical skills, but also to the development of empathy, the formation of stress resistance, the improvement of interpersonal communication both with colleagues and patients, and the development of skills, related to empathy in a broad sense as these aspects are one of the paramount tasks of medical education programs based on the biopsychosocial model of health.

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Impaction and malposition of wisdom teeth and associated inflammatory and tumor-like complications occur in 35-50% of the able-bodied population. The operation of surgical extraction of the third molar of the mandible is indicated for these patients and this operation is one of the most common in surgical dentistry today.Alsoasignificant indication for wisdom teeth removaliscrowding of teeth. The classic operation of surgical wisdom tooth removal, even with careful planning, can be accompanied by different intraoperative and postoperative complications. Planning of removal of the third lower molar requires an individual approachwith mandatory consideration not only of the tooth position but also the topography of the causative tooth relative to the adjacent tooth and mandibular canal. Among the surgical procedures which are used to remove wisdom teeth, in addition to the classic surgery extraction, coronectomy and germectomy should be noted. The purpose of our study was to analyze the advantages and disadvantages of different techniques used for surgical extraction of impacted and malposition wisdom teeth. 208 operations regarding the removal of the third lower molars have been performedduring 2016-2019, of which surgical wisdom teeth removal were 213, coronectomies – 23 and germectomies – 29.Patients' ages ranged from 13 to 26 years. A germectomy was performed in 13-16 years old patient, usually at the stage of a fully formed tooth crown or at the beginning of root formation. The choice of surgery in patients with fully formed roots was dependent on the ratio of the root of the tooth and mandibular canal, which was evaluated after a preliminary computer examination, taking into account the complexity of the surgery and the prognosis of complications. Acoronectomy operation was performed with the close location of the roots of the wisdom tooth with the mandibular canal, taking into account the risk of the damage of lower alveolar nerve. Germectomy and surgery of wisdom teeth removal were performed according to the classical method with cutting of mucoperiostal flaps, preparation of bone, if necessary – separation of crown and roots with subsequent removal of the germ or tooth. The crown of wisdom tooth was separated with a coronectomy, (and cut in height with insufficient access) and the tooth crown was removed, leaving the roots in the jaw. Patients were observed on the next day after surgery, a week later, and as needed. The course of the postoperative period was evaluated: the presence of pain, swelling, complications. The duration of follow-up was up to 2 years. Conclusions: To the choice of surgery in patients with impaction and malposition of wisdom teeth should be approached in a differentiated manner, taking into account topographic and anatomical features, including the ratio of the roots of the teeth to the mandibular canal and assessing the risks of possible complications. Germectomy and coronectomy surgery can be recommended as surgery of choice for orthodontic indications in the treatment of patients with crowded teeth.

The aim: To establish the frequency, structure and features of the clinical course of facial and neck burns in children. Materials and methods: During 5 years, 78 patients aged from 6 months to 15 years with isolated burns of the face and neck and in combination with lesions of other anatomical areas were treated. In the dynamics of observation of patients were used classical methods of examination, and in their treatment we followed the protocol of medical care for this category of patients. Results: Thermal injuries of the face and neck accounted for 12.6% of the total number of patients with burns. Their isolated lesion was 26.9%, and in combination with other areas it was 73.1%. The most frequently affected were children of nursery, primary school and preschool age, with a predominance of rural residents (52.6%), mostly boys (78.0%). Anesthesia support had to be used in the treatment of 24 patients (30,8%). The features and nature of the burns depended on the relief of the face and the most damaged are its protruding parts. Conclusions: Open flames were the most common cause of thermal burns of the face and neck in children, and the lesions were combined with burns to the chest, abdomen, and limbs. The main reasons were reckless behavior of children, their increased mobility and lack of care for their relatives. It should be noted that in 3.8% of victims there was a delay in mental and physical development.

The aim: Determining the frequency of occurrence of paraauricular fistula in children and comparing the results of their own experience regarding their clinical manifestations, treatment principles and morphological features with existing scientific data. Materials and methods: The results of a comprehensive examination and surgical treatment of 25 children with paraauricular fistulas. Results: Most often, para-auricular fistula was observed in infants 22 – (88%). In 18 persons (72%), they were unilateral, in 10 – (40%) hereditary. In 8 – (32%), fistula was diagnosed immediately after birth. In 17 – (68%) the pathology was not clinically manifested, but was an accidental finding during the next medical examination. Morphological research has shown that congenital paraauricular fistula is a formed canal intimately associated with the epithelium and cartilage, and the presence of epithelial lining on the fistula wall with constant support of the inflammatory process makes it impossible to heal even against the background of multicomponent treatment. Conclusions: Due to the topographic-anatomical localization, features of the clinic of the born fistula, surgical treatment does not always allow to achieve the desired results, and requires repeated interventions during recurrence. It is possible to prevent recurrence by the extensive use of additional diagnostic manipulations before surgery and careful wound control during surgical procedures.