Emergency Bag Came to Tokyo with Me / 医学教育

The phrase "I'm from Ukraine" sounds completely different from last year. However, thinking about the possible number of Ukrainians murdered since February 2022 convinces me that it would be better if the world still does not know where the monument to Shevchenko is located in Kyiv or how far Izyum is from Kharkiv. The medical system and education in Ukraine were strongly affected by the war. You cannot get used to war, no matter how many explosions you have experienced, but you can try to adapt to the conditions and do everything possible to fight for your goals. I am fortunate that, at the moment, I have the opportunity to study with lights and warmth in the safety of Japan. The belief in the need for my knowledge and skills in my country's future development helps me keep the anger and pain under control.

The Current Status of Medical Education in Ukraine / 医学教育

The goal of education in Ukraine is the comprehensive development of the individual because of their value to society. This is evident in all fields of study, including medicine. After adopting the Bologna process, Ukraine reformed its educational system, thus adapting it to the standards of the European Union. Prior to Russiaʼs war on Ukraine, there were 14 state-operated and five privately-operated medical universities in Ukraine. Combined, they employed 11,177 educators, of whom 1,816 were professors and 7,096 were associate or assistant professors. Annually, medical institutions graduate 10,200 doctors. Thirty-eight thousand international students from 155 countries studied at Ukrainian medical universities. The framework for training doctors in Ukraine per the World Federation of Medical Education standards involves three levels of study: an undergraduate degree, postgraduate education, and continuous professional development. ECTS, the European Union Course Credit Transfer System, was developed by the Commission of the European Union in order to provide standard procedures to guarantee academic recognition of international study.　Due to Russiaʼs military invasion of Ukraine, medical education has had to adapt to the war. 43 Ukrainian higher education institutions were damaged by shelling and bombing, and five were destroyed. The experience with Covid-19 helped the education system change rapidly to online learning. The survival of many Ukrainian higher education institutions is currently under threat due to a lack of funding, displaced employees and students, and destroyed infrastructure. In these conditions, strategic partnerships with foreign universities can help them survive. Juntendo University scholarships for Ukrainian doctors, students, and scientists exemplify friendly assistance and partnership in the international medical community. Ukrainian students, doctors, and scientific researchers highly appreciate the opportunity given to them and will continue to work hard for the future of medicine.

Primary Care System and Education in Ukraine from Peaceful Time to War / 医学教育

Primary care medicine is the first point of contact for a person in the healthcare system when they have a health-related issue that is not an emergency. After the dissolution of the Union of Soviet Socialist Republics (USSR), Ukraine gained its independence and started to move into modern primary care system. It was a long road, but now Ukraine has a modern primary care system with electronic medical services, new equipment, and higher salaries for general practitioners. In Ukraine, individual general practitioners have 1,800 to 2,000 patients each and provide medical care in outpatient clinics and also via telemedicine while focusing on patient needs. The war catalyzed the digitalization of primary care and made professional medical care more available for patients from different parts of Ukraine.

Education of Dentists in Ukraine / 医学教育

Dentistry is one of the most prestigious medical specialties in Ukraine. It is also a vital part of the Ukrainian healthcare system. The Ukrainian system of dental education has adapted to European and international curricula. Students enroll in the dental faculty of a medical university after graduating from a high school or dental technician program. After completing five years of training in a university, all graduated students receive the title of "Doctor of Dental Medicine". After graduation from the university, to receive permission for clinical practice (license), dental students with a master's degree must complete a "General Dentistry" course. This qualification allows for providing simple dental treatment. To receive permission to deal with complicated cases, dentists should complete the following courses of specialization: prosthetic dentistry, therapeutic dentistry, pediatric dentistry, surgical dentistry, orthodontics, periodontology, and maxillofacial surgery. When the large-scale invasion began in Ukraine, all educational systems quickly collapsed. Some sectors have been partially restored, but all Ukrainian students and university staff expose themselves to danger when working under the constant threat of missile attack. To sum up, the dental education system in Ukraine is oriented on European standards of education and focuses primarily on clinical experience and skills training.

Macro- and Microelements in the Branches of some Salix Genus Species in the Flora of Ukraine

Determination of the mineral composition is important for further study and standardization of the dried branchesof the species from the Salix (willow) family genus and extracts from the plant material. The study aimed todetermine the qualitative and quantitative content of macro- and microelements in some representatives of theSalix spp. growing in Ukraine in comparison with soils and extracts of plant material. The elemental compositionof the branches of Salix cinerea L., S. incana Schrank, S. cаprea L., S. sachalinensis F. Schmidt, S. acutifolia L.,S. fragilis L., S. caspica Pall., S. rosmarinifolia L., and S. myrsinifolia Salisb was determined using atomicemission spectrometry with photographic registration for the first time. The method used allowed us to determinethe presence of 5 macro- (К, Na, Ca, Р, Mg) and 14 microelements (Fe, Si, Мn, Al, Sr, Zn, Ni, Mo, Cu, Co, Pb,Cd, As, Hg), and the content of 14 elements were quantified in the dried branches of the Salix spp. plants. Theability to accumulate and a relatively high content of micro- and macroelements, as well as low content of toxicmicroelements (Co, Pb, Cd, As, Hg) in willow branches, allow considering them as a promising but safe sourceof biologically available microelements. There were typically not correlations between concentrations of microand macroelements in plant material and soils. The maximum levels of macroelements and microelements werefound in Salix species collected in the Kharkiv region, and in the Zakarpatye region, respectively. The elementalcomposition in the Salix sachalinensis F. Schmidt was quite different if compared with all others.

Del Choque de Civilizaciones al choque con la realidad: Samuel Huntington 20 años después / Of the Clash of Civilizations to the Clash with Reality: Samuel Huntington 20 years Later

Resumen Samuel Huntington plantea en 1996 las líneas de fractura en su obra Choque de civilizaciones, como guía para entender los conflictos mundiales. Veinte años después de su lanzamiento, se pretende determinar si las hipótesis del autor son vigentes para el caso de Crimea en el contexto actual. El documento hará un acercamiento a la teoría planteada por Huntington, profundizando en las críticas hechas a los postulados para analizar su vigencia, en el caso ucraniano.

Abstract Samuel Huntington poses in 1996 the lines of fracture in his work Clash of Civilizations , as a guideline to understand world conflicts. Twenty years after its launch, it is intended to determine whether the author's hypotheses are in force in the case of Crimea in the current context. The document will approach the theory posed by Huntington, by deepening the criticisms made to the postulates in order to analyze its validity, in the Ukrainian case.

Prehospital response to respiratory distress by the public ambulance system in a Ukrainian city / 世界急诊医学杂志（英文）

BACKGROUND@# The capability of the public ambulance system in Ukraine to address urgent medical complaints in a prehospital environment is unknown. Evaluation using reliable sources of patient data is needed to provide insight into current treatments and outcomes.@*METHODS@# We obtained access to de-identified computer records from the emergency medical services (EMS) dispatch center in Poltava, a medium-sized city in central Ukraine. Covering a fivemonth period, we retrieved data for urgent calls with a patient complaint of respiratory distress. We evaluated ambulance response and treatment times, field diagnoses, and patient disposition, and analyzed factors related to fatal outcomes.@*RESULTS@#Over the five-month period of the study, 2,029 urgent calls for respiratory distress were made to the Poltava EMS dispatch center. A physician-led ambulance typically responded within 10 minutes. Seventy-seven percent of patients were treated and released, twenty percent were taken to hospital, and three percent died in the prehospital phase. On univariate analysis, age over 60 and altered mental status at the time of the call were strongly associated with a fatal outcome.@*CONCLUSION@# The EMS dispatch center in a medium-sized city in Ukraine has adequate organizational infrastructure to ensure that a physician-led public ambulance responds rapidly to complaints of respiratory distress. That EMS system was able to manage most patients without requiring hospital admission. However, a prehospital fatality rate of three percent suggests that further research is warranted to determine training, equipment, or procedural needs of the public ambulance system to manage urgent medical conditions.