Balanced nutrition is crucial for healthcare workers’ health and performance. Despite extensive knowledge of healthy eating, they face organizational and behavioral barriers leading to suboptimal diets. This study aimed to compare anthropometric status and dietary intake among male physicians, female physicians, and nurses in primary healthcare, and to identify deficiencies or excesses of key nutrients. A descriptive cross-sectional study was conducted in six clinics in Karaganda (2023–2024), involving 202 participants (22 male physicians, 67 female physicians, and 113 nurses). Body composition (weight, fat percentage, muscle mass, bone mass, metabolic age) was assessed via Tanita BC-418MA bioelectrical impedance. Dietary intake was measured using repeated 24-hour recalls for proteins, fats, carbohydrates, fiber, vitamins, and minerals. Statistical analysis included nonparametric methods (Kruskal–Wallis, Dunn’s test) and the Wilcoxon signed-rank test. Results showed insufficient intake of proteins, carbohydrates, dietary fiber, calcium, potassium, magnesium, phosphorus, and vitamins B₁, B₂, PP, and C. Sodium intake was excessive in all groups, whereas iron deficiency was observed only in women. Male physicians had higher body weight, muscle mass, and bone mass than female groups, but there were no significant differences in BMI, metabolic age, or overall dietary composition among the groups. Female physicians consumed slightly more vitamin C than nurses. In conclusion, gender and professional role minimally influenced dietary patterns among primary healthcare workers. Despite mostly normal BMI values, the pervasive lack of essential nutrients, coupled with high sodium and fat consumption, emphasizes the need for institutional measures such as structured schedules and healthier food options.

The human skull is the part of the skeleton most frequently used in population studies, as it was more exposed to genetic factors and less exposed to environmental factors. The skull is an important component in human forensic identification. The craniometric characteristics of 186 male and 114 female skulls found on the territory of Kazakhstan were studied. Dimensions were measured using standard anthropometric methods and instruments. The results of measurements of 25 craniometric parameters are presented. Methods of descriptive and parametric statistics were used. Statistical analysis showed significant regional dimorphism, confirming theindividuality of the Kazakhstan population. Statistically significant deviations werefound in 6 male craniometric characteristics and 4 female craniometric characteristics(p<0.05). The most dimorphous variables for regional identification in Kazakhstanmales were the higher skull base and frontal chord width , full face height , condylarand bigonial width , and low mandibular body reference values (p<0.05). For females,significant statistical discrepancies were seen in the transverse diameter and skullbase width, mastoid and occipital aperture width (p<0.05). The recorded variations and changes in the morphology of the humanskull of the population of Kazakhstan indicate the need to develop and updateosteometric standards used in practice for specific populations. All this will significantlyimprove the accuracy of forensic identification and more fully study the biologicalpatterns of population formation, as well as evaluate the comparative effectiveness ofindividual features in the reconstruction of the population history of various populationgroups.

BACKGROUND: Every year 1.5 million women in the world are diagnosed with breast cancer (BC). In 2018, more than 260,000 new cases of cancer and more than 40,000 deaths due to this disease were detected. At the same time, in Kazakhstan, an intensive indicator of the incidences of BC in 2018 amounted to 25.3% per population of 100 thousand people (2017–24.5%) with a growth rate of 3.1%, which in absolute numbers are 4,648 new cases per year. In terms of mortality, BC ranks third after lung and stomach cancer (6.8%). AIM: This necessitates a detailed study of the molecular mechanisms that underlie the development and progression of BC. One of the mechanisms of carcinogenesis is oxidative stress (OS). An increase in malondialdehyde (MDA) levels was detected in the early stages of cancer. It was suggested that MDA, due to its high cytotoxicity, acts as a promoter of the tumor and cocarcinogen agent. METHODS: Therefore, violation of the parameters of OS in BC is in no doubt. However, according to the literature data analysis, these results are ambiguous and contradictory. There are no studies on a comprehensive assessment of the oxidative destruction of lipids, proteins, and nucleic acids in BC. CONCLUSION: The nature and direction of changes in various components of OS in patients with BC have not been adequately studied, which is necessary for a correct assessment of the involvement of OS in the mechanism of the pathological process and determination of a sensitive marker of the risk of BC or its progression.

The Karaganda Medical University has modernized the system for assessing students' final knowledge in the context of modular learning. Testing with one correct answer has been replaced by a system that provides written answers on the session.qmu.kz platform.The platform includes a plagiarism check using the Strikeplagiarizm system. Assessment is carried out according to checklists, including the ability to comment by the examiner. The aim of this study is to optimize the system for assessing students' final knowledge.Methods. The study was conducted among teachers and students of the Karaganda Medical University. The sample of students included 358 people from 1st to 5th years who passed exams on the session.qmu.kz platform in the 2022-2023 academic year.Results. The study identified challenges related to the evaluation of examination papers by faculty and highlighted students’ concerns regarding assessment fairness and examiner feedback. These findings support the need for the implementation of artificial intelligence technologies to improve the analysis of responses, the design of examination questions, and the overall evaluation process.Conclusions. The implementation of an artificial intelligence system in the assessment of the final knowledge of students at medical universities will significantly increase the objectivity of assessments and improve the quality of examination questions, ultimately optimizing the learning process.

Biological matrices are used in abdominal wall reconstruction, but their performance depends on the host response after implantation. We compared the early local and systemic biochemical responses to a newly developed bovine peritoneum-derived extracellular matrix (BPEM) and Permacol in a rat abdominal wall repair model. Sixty-four adult white outbred rats of both sexes were studied in a balanced 2 × 4 factorial design with independent terminal groups at postoperative days 5, 7, 14, and 21 (n = 8/material/time point). Peri-implant tissue and plasma from the same animal were analyzed for ASF, RNA, DNA, xanthine, H1, H2A-H3-H4, and H2B. Robust factorial models were used to assess the effects of material, time, and their interaction; exact Mann–Whitney tests with Holm correction identified time-specific between-material differences. Tissue showed significant time effects for all seven indicators and five material × time interactions, with the most pronounced between-material differences observed on day 5. Plasma showed several overall material effects but fewer time-specific differences. Significant post hoc differences were bidirectional rather than consistently higher with BPEM. These findings characterize the early local and systemic biochemical responses to BPEM and Permacol and extend the preclinical evaluation of the newly developed BPEM.

Introduction. Undergraduate medical curricula often fail to balance learning opportunities and integrate the study of basic and clinical sciences, allowing students to link theory and practice. The high educational potential of the experimental teaching method is due not only to its practical orientation but also to the possibility of reflection - critical analysis and synthesis of knowledge in the learning process.Aim of the study. Evaluate the possibility of introducing experiential learning in the study of pathology to improve the efficiency of students' perception of understanding the subject and subsequent application in clinical practice.Materials and methods. The study sample (n=362) consisted of 3rd year students of NAO «Karaganda Medical University», studying in the disciplines: «General pathology» and «Pathology of organs and systems» in the 2022-2023 academic year. The sample included 48.9% male and 51.1% female students aged 19 to 22. Respondents were divided into a main group (n=96) using an experimental training method and a control group (n=266) using a traditional training format. A specially designed questionnaire was used to study student satisfaction with training. Descriptive statistics methods were used to describe the assessments of students in the study groups. Thematic analysis was used to examine the data collected using open-ended questions.Results. The possibility of interaction and discussion with the teacher during the joint viewing of micropreparations of the studied cases was rated as «excellent» by 95.8% and 97.9% of students. With regard to the main characteristics of medical education in the study of pathology, four broad topics are verified, such as fundamental medical education, interaction with the teacher in obtaining medical education, teaching materials in medical education, and assessment in the field of medical education. The study used methods of descriptive statistics. Thematic analysis was used to process data collected using open-ended questions.Discussion. The high level of acceptance of interactive groups in the study of pathology and the general satisfaction of students reflect the desire and need for active teaching methodologies in modern medical education.Conclusion. Based on the findings, the practical teaching of pathology can be improved by revisiting the content and teaching strategies.