In recent years there is the lack of investigations concerning the impact of climate on the state of children’s health. At the same time risks associated with the influence of genetic and biological factors in dependence on the age seem to be relevant. To assess the state of health of children and adolescents in dependence on the area of the residence as well as biological factors that form and determine the health throughout ontogenesis. There is presented the one stage study of 626 children and adolescents (aged of from 4 to 17 years) residing in three different bioclimatic zones of the Primorsky Krai. There was executed both the comprehensive assessment of health in the each age group in dependence on the area of residence, and the factor analysis to determine the degree of the influence of factors on the health of children and adolescents in different bioclimatic zones. The main aims of the factor analysis are the decline of the number of variables (data reduction) and determination of the structure of interrelationships between variables. As a result, the method allowed to isolate from the large mass (73 factors) of the initial indices those factors that characterized features of the health of children and adolescents in certain climatic conditions in the process of growth and development over ontogenesis. After the iteration of the eigenvalues there were revealed factorial loads with coefficient > 0.5. The level of health in preschool children was revealed to be determined by pre- and postnatal factors, while in schoolchildren the role of the level of physical development and parameters of the functioning of most important organs and systems under the regulatory influence of neuro- endocrine system is increased. At the same time, the indices of these factors are statistically significantly differ in various bioclimatic zones of the Primorsky Krai.

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Aim. To study the indicators of quality of life (QoL) and health-related quality of life (HRQoL) among medical university students.Materials and methods. In total, 114 people aged 18 to 23 years were included in the study. The participants were divided into two groups. Group 1 consisted of 55 medical students (MS) of the Pacific State Medical University undergoing practical training in the city of Yuzhno-Sakhalinsk (Vladivostok, Russia). In this group, male and female respondents accounted for 41.8% (23) and 58.2% (32), respectively. Group 2 included 59 students of non-medical education (NMS) from the Sakhalin State University (Yuzhno-Sakhalinsk, Russia), with 49.28% (29) male and 50.8% (30) female respondents. The effect of socio-economic factors on HRQoL indicators was determined, along with the main predictors in their decrease.Results. In the structure of diseases defining the 2nd and 3A health groups, diseases of class IX prevailed. Diseases of the circulatory system (I00-I99) were detected in 12% and 24.4% of MS and NMS, respectively. The diseases of class XI were ranked second. Thus, digestive diseases (K00-K93) accounted for 47.8%, and ophthalmic diseases (H00-H59) accounted for 35.5%. A significant physical dysfunction was identified in more than 3% of respondents; 99% of respondents reported a decrease in working capacity. Among MS, 1.7% of respondents demonstrated signs of depression and suffered from pain of varying intensity (44.5%). A decreased social activity was observed in 4% of NMS respondents.Conclusion. The data of QoL monitoring can be used for developing a multi-level scoring system for preventing health disorders among university students. Proposals were made concerning healthy lifestyle management. The model of dynamic monitoring of the health of university students exposed to various risk factors was supplemented. An individual route for rehabilitation and disease prevention for university students was developed based on the study of QoL.

A review study of interactive educational technologies as part of the educational process and their role in the clinical training of future pediatricians was carried out. The research was focused on the use of interactive technologies (on the example of role play) in teaching pediatrics students to ensure the formation of their professional competencies. Role play is a situational or demonstration technique applied to develop practical and communicative skills. This technique can be used to transform knowledge into skills most effectively by simulating real experiences that may arise in professional practice. Such simulationbased learning allows trainees to experience some concept or idea by acting it out in front of peer students, or by watching others. Role play is useful for developing communicative and decision-making skills. The effectiveness of interactive teaching methods is determined by the joint activity of the teacher and the students. In this context, education is seen as the formation of new goals and personal attitudes, while personal development is seen as the formation of personal capacity for independent activity and self-management.

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