The relevance of the study of mobile learning as an upcoming trend in education in the context of the COVID-19 pandemic is not denied. The study of students’ ability and motivation to use modern technologies of mobile learning is characterized by novelty. However, the problematic issue of studying the motivation of students and teachers for mobile learning in today's pandemic remains relevant. The purpose of the study is to examine some aspects of the formation of students' motivation (intrinsic motivation: interest in the subject of study, understanding of its significance for further career; extrinsic motivation: points, awards, recognition), as well as the role of teachers in this process and the influence of cognitive abilities of a person on their motivation and academic achievement. The study is based on the method of experiment as well as the interviews and analysis of student reports. There were 185 students (19-22 years old) from Sechenov First Moscow State Medical University and Far Eastern Federal University participating in the study. After the participants had listened to an online lecture on the topic "Neuro-linguistic programming", they were asked to make a report on the topic of the same name and expand the information. Next, the students were interviewed. The results showed that 89% of students were interested in the issue and 69% noted a desire to learn more information on this topic; 100% of participants actively use mobile devices with Internet access for educational purposes and, in particular, for making the required report. However, only 12% of respondents believe that mobile learning alone can be used in order to study specialized disciplines at their university. Thus, 43% of students find it difficult to perceive information from the screen of a smartphone (tablet); 61% of students prefer traditional education to mobile learning, which is probably due to the novelty of this process; 65% of respondents noticed that their knowledge is deteriorating due to the use of mobile (distance) learning. In connection with the results obtained, the following recommendations were made to improve the educational process: to explain to students the importance and usefulness of the topic under study; to use adequate pedagogical methods in the context of mobile learning; to provide feedback and the ability to communicate to students during mobile learning; to take into account the personality and learning style of a student; to use all types of intrinsic and extrinsic motivation of students in accordance with specific circumstances. The most popular motivation factors for mobile learning are possibility of improving exam grades (65%), possibility of improving knowledge (25%), and broadening horizons and deep interest in the topic (10%). Developing applications that will take into account the needs of a particular university and specialty will also make a contribution. Teachers are also encouraged to use a play-based approach and a student reward system in order to increase the level of motivation (additional points, a simplified exam scheme, etc.). The practical significance and prospects for further research are presented by the opportunities of increasing students’ motivation in the context of mobile learning, and, consequently, the success of their studies. The results can be used in the comparative study of mobile learning possibilities in modern conditions and teachers’ involvement in it in different countries.

STEM education as an innovative paradigm of education is being rapidly introduced into the curricula of higher educational institutions. The research is devoted to the study of the capabilities of online communication services for managing teamwork aimed at the development and implementation of innovative investment projects in the STEM education environment. An innovative concept of a distance learning course – Designing investment projects in the field of health care and recreation – is suggested based on organizational principles. The online communication services such as Mirapolis Virtual Room, Moodle and Microsoft Teams implemented into the educational interaction program made it possible to create a high-quality real-time e-learning environment. The online course was tested by 200 students. The results of the experiment confirmed the effectiveness of the use of online communication services and platforms in the development of professional practical experience within the educational concept of STEM. Students appreciated the high level of the innovative component in team interaction programs (98%), as well as, in the approaches to cooperation with business entities (95%); 91% of students noted the high level of quality of the educational content, pedagogical (84%), technological (92%) and conceptual (78%) innovative value of the educational product. Taking a course that is based on the STEM model had a dramatic impact on the development of the key competencies of the 21st century. The study can be of interest to teachers who are looking for effective pedagogical models that can be easily adapted to the needs of the business environment and the generation of students of the new digital era.

Objective: Inclusive education aims to offer comprehensive collaborative education to healthy and disabled children. The purpose of the study is to perform a comparative analysis of the learning results in healthy and disabled children from different groups with those who study remotely, and a similar analysis between students of higher education institutions. Methods: The study was conducted in 2018–19 in Moscow, Russia, involving 150 students with disabilities and 397 healthy students. Consideration was given to academic performance, psychophysical development and speech development. Results and Discussion: Among students with healthcare nosologies, students with vision impairments are considered the most promising. The number of underachievers is 4.9 times lower than their peers (p 0.001).The greatest success in e-learning was among students with health nosologies relative to a similar group of children. Conclusions: The number of outstanding students in the group with visual impairments exceeds those in the control group by 1.5 times (p≤0.05). Of the students with health nosologies, the most promising group is visually impaired students. High academic performance of students with visual impairments and disordered motor activity provides them with the opportunity to practice comprehensive education at universities, including inclusive education, which corresponds to current worldwide trends. Bangladesh Journal of Medical Science Vol.20(4) 2021 p.801-808

Chronic noninfectious diseases (cardiovascular, bronchopulmonary, oncological diseases and diabetes mellitus) are presently the most common cause of death worldwide, with cardiovascular diseases (CVD) being predominant. For this reason, the key goal of a physician is not only to treat but also to prevent diseases. Acetylsalicylic acid (ASA) is considered one of the most effective drugs for secondary prevention of CVD. However, the use of ASA for primary prevention is still debated. Results of many studies of ASA are inconsistent. Some studies have suggested that using ASA in patients aged 40-70 with a high 10-year risk of CVD and a low risk of bleeding may reduce the incidence of CVD. Administration of ASA to patients with a high or medium risk of CVD is also considered.