Federal state budgetary educational institution 
higher education
Orenburg state medical University»
Ministry of health of the Russian Federation

METHODOLOGICAL RECOMMENDATIONS 
FOR THE TEACHER
ON THE ORGANIZATION OF STUDYING THE DISCIPLINE

MICROBIOLOGY, VIROLOGY

in the field of training (specialty)

31.05.01 General medicine 

It is part of the main professional educational program of higher education in the field of training (specialty) 31.05.01 Medical business, approved by the academic Council of FSBEI HEOrgmu Of The Russian Ministry Of Health

Protocol no. _8_ of " 25 " March 20-1616 г.

Orenburg
1. Methodological recommendations for the lecture course

Module #1 The morphology of microorganisms

Lecture #1.
Subject: Subject and objectives of medical Microbiology 

TSspruce: To form an idea of Microbiology as a science, subject and methods of its study. To determine the importance of medical Microbiology in the practice of a doctor.

Lecture summary
The definition of the science "Microbiology, Virology"is given. The historical background and facts that gave rise to the science of Microbiology are given. The historical stages of scientific development are presented in chronological and logical sequence: heuristic, morphological, physiological, immunological and modern, as well as the personalities of scientists and researchers – A.Leeuwenhoek, L. Pasteur, R. Koch, I.Mechnikova and othersugih. Special attention is paid to the merits of domestic scientists in the development of this branch of science-D. A. Samoilovichа, P. A. Kolesnikov –Gamaleand, G.GabrichevskCSO, P.ZdrodovskCSO, I. IvanovskCSO, Z.YermolyevOh. They represent the scientific directions of the modern school of microbiologists of Orenburg. The place and significance of medical Microbiology in a number of other Sciences and its significance for the practical activity of a doctor are determined. 
An idea is formed about the subject and tasks of studying medical Microbiology. The differences in determining the pathogenetic, symptomatic, and etiological diagnosis are explained. The idea of microorganisms as special objects of living nature with a number of unique properties is formed: simplicity of structure, antiquity, fecundity, adaptability, ubiquity. 

Form of organizing a lecture: Combined version.
МетодыTeaching methodsused at the lecture: visual: illustration, demonstration;  verbal: educational discussion. пproblemе statements; public thinking.
Learning tools: 
-didactic: presentation, diagrams.
-material and technical: chalk, blackboard, multimedia projector. 

Lecture #2.
Topic: Functional morphology and taxonomy of microorganisms 

Objective: to form students ' knowledge about the shape and mutual arrangement of bacteria, to generalize and systematize knowledge about the taxonomy of species in relation to medical Microbiology. 

Lecture summary
Specific features of the taxonomy of microorganisms are determined. The questions of microbial cell morphology with functional significance of the components are described in detail. The following categories are defined : prions, viruses, bacteria, algae, fungi, protozoa, and even microscopic multicellular animals. The principles of dividing living naturesы на into prokaryotes (which do not have a true nucleus), eukaryotes (which have a nucleus), and non-cellular life forms are explained. It is explained that thelatter are necessary for their existencein cells, i.e. they are intracellular forms of life.
According tothe level of organization of genomes, the presence and composition of protein-synthesizing systems and the cell wall, all living things are divided into 4 realms of life: eukaryotes, eubacteria, archaebacteria, viruses and plasmids. The definition of prokaryotes and eukaryotes is given.
Differences in the structure of microorganisms of the main groups: protozoa, fungi, bacteria, rickettsias, actinomycetes, spirochetes, mycoplasmas, chlamydia, viruses are considered in a comparative aspect.
Based on the knowledge of the morphology of various groups of microorganisms, the possibility of using a microscopic method for the diagnosis of infectious diseases is determined. The methodological key of applying the microscopic method is given: its essence, methodology, results and their evaluation, advantages and disadvantages. In conclusion, the diagnostic essence of the method is determined.

Form of organizing a lecture: Combined
Teaching methods used at the lecture: visual: illustration, demonstration; verbal: educational discussion. пproblem statements; public thinking.
Learning tools: 
-didactic: presentation, diagrams, tables.
-material and technical: chalk, blackboard, multimedia projector. 

Module 2 Physiology and genetics of microorganisms
Lecture #3.
Topic: Physiology of microorganisms

Goal: To form an understanding of the features of the vital activity of microorganisms and determine the practical application of knowledge about the physiology of microbes in medicine and the biotechnological industry.

Lecture summary 
The definition of microbial physiology is given as a section of Microbiology that studies the patterns of microbial activity: nutrition. Respiration, reproduction, and interaction with the external environment.
The questions of historical discoveries and the fundamental contribution of Louis Pasteur and Robert Koch as the founders of the physiological period in the development of Microbiology are revealed.
The biological essence of microbial nutrition is determined and the classification of microorganisms by main types of nutrition is considered: autotrophs, heterotrophs, saprophytes, parasites. The unique mechanism of prokaryotic nutrition associated with exogenous cleavage of the substrate is emphasized. The practical significance of the enzymatic activity of microorganisms in medicine and the biotechnological industry is shown. 
The biological essence of microbial respiration is determined and microbes are classified according to the types of respiration: aerobes, anaerobes, and microaerophiles.
The main patterns of growth and reproduction of microorganisms are considered.
An important topic of the lecture is the application of knowledge about the physiology of microorganisms in the laboratory practice of bacteriological research. Here, the main conditions for bacterial cultivation are determined: nutrient media, temperature, and timing. The algorithm and methodology of the main method of laboratory diagnostics of infectious diseases – bacteriological-are given.

Lecture organization form: Combined version. 
Teaching methods used in lectures: visual: illustration, demonstration; verbal: educational discussion, problem statements; public thinking. 
Learning tools: 
- didactic: presentation, diagrams.
-material and technical: chalk, blackboard, multimedia projector.

Lecture #4.
Topic: Genetics of microorganisms. Bacteriophages

Goal: To form an idea about the features of the prokaryotic genome, about the main tasks of genetic engineering and industrial biotechnology as applied areas of Microbiology. To determine morpho-biological features and practical significance of bacteriophages for medicine.

Lecture summary 
Questions of the structure and functioning of the genetic apparatus of bacteria are revealed. The mechanisms of genetic variation and their significance in the evolution of prokaryotes and in practical activities are determined (population analysis). The main goals and objectives of genetic engineering are presented. The issues of objects, means and methods of genetic engineering are considered. The main tasks and principles of biotechnological processes and productions using microorganisms and their producers in the pharmaceutical and food industries are considered. 
In the second part of the lecture, the characteristics of bacteriophages are given. Specific features of the structure and vital activity of bacteriophages are determined. The concept of virulent and moderate bacteriophages and their use in medicine is given.

Lecture organization form: Combined version. 
Teaching methods used in lectures: visual: illustration, demonstration; verbal: educational discussion, problem statements; public thinking. 
Learning tools: 
- didactic: presentation, diagrams.
-material and technical: chalk, blackboard, multimedia projector.

Module #3 Ecology of microorganisms

Lecture #5.
Topic: Ecology of microorganisms

Goal: To form an idea of the microflora of the human body and the environment and its practical significance.

Lecture summary 
Definitions of the main concepts of microecology are given: microbiocenosis, biotope, ecological niche. The main forms of microecological interactions are considered: symbiosis, metabiosis, synergism, commensalism, antagonism, etc. The article describes in detail the material on the composition of the microflora of water, soil, air, and the human body and the development of microbes in their natural habitats, the mechanisms of adaptation of microbes to extreme conditions, the description of modern molecular biological methods for studying microbial diversity in natural niches, and methods for studying and measuring microbial activity in nature. The definition of sanitary-indicative microorganisms is given and their role in assessing the sanitary-epidemic state of environmental objects (standards) is indicated. 
Special attention is paid to the microflora of medicinal plants, medicinal raw materials and finished medicines (standards).

Lecture organization form: Combined version. 
Teaching methods used in lectures: visual: illustration, demonstration; verbal: educational discussion, problem statements; public thinking. 
Learning tools: 
- didactic: presentation, diagrams.
-material and technical: chalk, blackboard, multimedia projector.

Lecture #6.
Topic: Antibiotics

Goal: To form an idea of the main drugs of non-specific etiotropic therapy of infectious diseases.

Lecture summary 
The history of the discovery of antibiotics by A. Fleming, Z. Ermolieva, Z. Waxman et al. The biological essence of antibiotics as a means of intermicrobial antagonism is determined. The classification of antibiotics by origin, spectrum of action, and orientation is considered. The mechanism of action of antibiotics is considered in relation to the points of application in the microbial cell. Special attention is paid to the side effects of chemotherapy drugs: toxic effects, dysbiosis, allergies, immunosuppression, and the formation of antibiotic resistance. The principles of rational antibiotic therapy aimed at minimizing side effects are formulated. Methods for studying the sensitivity of microbes to antibiotics are considered.
Special attention is paid to the current group of antimicrobial drugs based on live antagonistically active strains of representatives of the normal microflora of the human body. The indications for use and advantages of using them are determined.

Lecture organization form: Combined version. 
Teaching methods used in lectures: visual: illustration, demonstration; verbal: educational discussion, problem statements; public thinking. 
Learning tools: 
- didactic: presentation, diagrams.
-material and technical: chalk, blackboard, multimedia projector.

Module # 4 Infection process 

Lecture #7.
Topic: Infectious process. The role of micro-and macro-organisms in the development of the infectious process

Goal: To form an idea of the infectious process and the role of driving forces in the development of the infectious process.

Lecture summary 
Definitions of "Infection" And "Infectious process"are given. The forms of the infectious process are considered: disease, carrier, persistence. The evolution of the infectious process is determined. Characteristics of the main driving forces of the infectious process are given: pathogenic micro-organism (pathogenicity, virulence), susceptible macro-organism (susceptibility, infectious sensitivity), environmental factors. The dynamics of the development of the infectious process and infectious disease is determined. Possible forms of infection are considered: secondary, mixed, acute, chronic, etc. The authors describe the sources, mechanisms, and routes of infection transmission. Special attention is paid to the possibility of using experimental infection reproduction on animals for the diagnosis of infectious diseases – a biological diagnostic method. The essence of the method, the method of its implementation, the results and their interpretation, advantages and disadvantages are determined, and the diagnostic significance is formulated.

Lecture organization form: Combined version. 
Teaching methods used in lectures: visual: illustration, demonstration; verbal: educational discussion, problem statements; public thinking. 
Learning tools: 
- didactic: presentation, diagrams.
-material and technical: chalk, blackboard, multimedia projector.
Module # 5 Private bacteriology 

Lecture #8.
Topic: Pathogenic cocci

Goal: To form an understanding of the features of pathogenic cocci, methods of their laboratory diagnostics, specific therapy and prevention of coccoid infections.

Lecture summary 
In the first part of the lecture, the relevance of staphylococcal and streptococcal infections is determined. The etiological characteristics of coccoid infectionsare given . It is emphasized that most taxonomic groupsofeptococci and staphylococci belong to opportunistic microorganisms, and their ecology is determined. The structure of the pathogenic potential of microbes is analyzed in detail, in particular, a large set of exotoxins of various directions. When analyzing the epidemiology and pathogenesis of infections, special attention is paid to the problem of hospital-acquired strains and nosocomial coccus infections. The methods of laboratory diagnostics of coccus infections are characterized, while the emphasis is placed on determining the etiological significance of the isolated strains according to diagnostic criteria. The problems that arise during etiotropic therapy and specific prevention of coccoid infections associated with multiple resistance of strains and their belonging to the normoflora of the human body are determined.
In the second part of the lecture, the relevance of Neisseria infections is determined: meningococcal infection and gonococcal infection. Questions of their etiology, epidemiology, pathogenesis and laboratory diagnostics are considered. The intracellular parasitism of pathogens and the peculiarities of their cultivation are emphasized. Special attention is paid to the laboratory method of isolation of an intracellular parasitic pathogen. Here are the priority developments of the staff of the Department of Microbiology and the University in solving this issue. Emphasis is placed on the social consequences of untimely and inadequate diagnosis and treatment of diseases. Due to the lack of effective drugs for specific therapy and prevention of diseases, the role of non-specific anti-epidemic and preventive measures is determined.

Lecture organization form: Combined version. 
Teaching methods used in lectures: visual: illustration, demonstration; verbal: educational discussion, problem statements; public thinking. 
Learning tools: 
- didactic: presentation, diagrams.
-material and technical: chalk, blackboard, multimedia projector.

Lecture #9.
Topic: Gram-negative facultative anaerobic and anaerobic bacilli 

Goal: To form an understanding of the patterns of epidemiology, pathogenesis and clinic of infections caused by gram-negative bacilli, as well as to consider the main diagnostic and preventive measures.

Lecture summary 
General characteristics of gram-negative rods are given. Emphasis is placed on the family of enterobacteria. The main clinical symptoms that unite infections in the group of ACUTE respiratory infections are considered: diarrhea, fever. The relevance of this group of infections is determined, which is associated with high prevalence, mortality, and correlation with the level of socio-economic development of the country or region. The etiological characteristics of the family of intestinal bacteria and the main causative agents of AKI are given: Escherichiacoli , Shigella, Salmonella. The main regularities of the epidemic process in intestinal infections are revealed: sources, mechanism and ways of transmission, as well as possible risk groups. Clinical and epidemiological examples are given. 
The pathogenesis, laboratory diagnostics, specific therapy and prevention of each infection are discussed in detail: shigellosis, Escherichia coli, salmonellosis.
Special attention is paid to a particularly dangerous intestinal infection – cholera. The etiological features of the cholera pathogen, historical and current issues of epidemiology, important aspects of the pathogenesis and clinic of the disease are determined. Issues of non-specific and specific prevention and etiotropic therapy of cholera are considered.
In the second part of the lecture , the relevance of zoonotic infections is determined: plague, tularemia, brucellosis. The article highlights the endemic nature of brucellosis in the Orenburg region. Characteristics of common features (attributes) of zoonotic infections are given:
- the source of infection is sick animals; 
- reservoir of zoonotic infection – a population of animals in which the pathogen circulates, or an object of the external environment where it persists (soil), or a population of insect vectors (ticks);
- natural focus of zoonotic infection – geographical location determined by the habitat of the" reservoir " of zoonotic infection; 
- epizootics – mass infectious morbidity of animals.
The questions of etiology, epidemiology and pathogenesis of each infection are considered. Approaches to laboratory diagnostics are analyzed in detail, and the main methods – bacteriological and biological-are determined. Issues of specific prevention are considered: indications for prescribing specific drugs for emergency prevention and prevention for epidemic indications are determined.

Form of organization of lectures: Combined version. 
Teaching methods used in lectures: visual: illustration, demonstration; verbal: educational discussion, problem statements; public thinking. 
Learning tools: 
- didactic: presentation, diagrams.
-material and technical: chalk, blackboard, multimedia projector.

Lecture #10.
Topic: Gram-positive pathogenic bacilli 

Goal: To form an understanding of the features of gram-positive pathogenic bacilli, methods of their laboratory diagnosis, specific therapy and prevention.

Lecture summary
In the first part of the lecture, the relevance of tuberculosis is determined, and the social nature of the disease is emphasized. Clinical and epidemiological examples are given. A detailed etiological description of the causative agent of tuberculosis is given, historical data are given, and the contribution of R. Koch's contribution to the study of the problem. The features of the epidemiology of tuberculosis are determined: anthropozoonosis, the leading role of social prerequisites for the spread of infection. Clinical and epidemiological examples are given. The issues of laboratory diagnostics of infection are considered, and the role of the allergic method as the main screening method is indicated. Special attention is paid to the role of planned specific prevention of tuberculosis. The questions of etiology, epidemiology, pathogenesis and laboratory diagnostics of diphtheria are considered. Special attention is paid to the laboratory method of determining the toxigenicity of diphtheria Bacillus in the framework of a bacteriological diagnostic method as the basis for making an etiological diagnosis. The necessity of prescribing a specific antitoxic serum for specific treatment of diphtheria is determined. Emphasis is placed on the need for routine prevention of diphtheria and the feature of the vaccine preparation – anatoxin-is determined. The success of universal routine vaccination for the current epidemic state of diphtheria is emphasized. 
In the second part of the lecture , the relevance of anthrax is determined. The endemicity of anthrax in the Orenburg region is emphasized. 
The questions of etiology, epidemiology and pathogenesis of each infection are considered. Approaches to laboratory diagnostics are analyzed in detail, and the main methods – bacteriological and biological-are determined. Issues of specific prevention are considered: indications for prescribing specific drugs for emergency prevention and prevention for epidemic indications are determined.
The relevance of anaerobic infections is determined: tetanus, gas infection and botulism. General characteristics of anaerobic infection pathogens are described:
- morphology – clostridia with different locations of spores according to the species;
- food type-saprophytes (putrefaction and fermentation bacteria);
- type of respiration-obligate anaerobes (special cultivation methods);
- pathogenicity – opportunistic microorganisms;
- ecology -representatives of the normal intestinal microflora of humans and animals;
- the main pathogenicity factor is exotoxin;
- resistance in the external environment – in the soil is very high due to the formation of spores.
Questions of epidemiology and pathogenesis of each infection are considered. The conditions of occurrence of anaerobic infections are determined: tetanus and gas infection – wound infections, botulism-food toxicoinfection. Among the methods of laboratory diagnostics, special attention is paid to the biological method – the reaction of toxin neutralization with antitoxic serum on animals. The necessity of using specific antitoxic sera for the specific treatment of anaerobic infections is determined. Issues of specific prevention are considered: indications for prescribing specific drugs for routine prevention, emergency prevention, and prevention according to epidemiological indications are determined.
Form of organization of lectures: Combined version. 
Teaching methods used in lectures: visual: illustration, demonstration; verbal: educational discussion, problem statements; public thinking. 
Learning tools: 
- didactic: presentation, diagrams.
-material and technical: chalk, blackboard, multimedia projector.

Lecture #11.
Topic: Spirochetes and other spiral, curved bacteria. Rickettsias

Goal: To form an understanding of the features of spirochetes, rickettsias, and chlamydia, methods of their laboratory diagnosis, specific therapy, and prevention.

Lecture summary 
In the first part of the lecture, the relevance of spirochetes is determined: syphilis, borreliosis and leptospirosis. Historical data, clinical and epidemiological examples are given. A General description of the morpho-biological peculiarity of spirochetes is given, attention is paid to their dualism, structural features, motor apparatus, cultivation, and ecology. The etiology, epidemiology, and pathogenesis of syphilis are discussed in detail. Attention is drawn to the social nature of the disease, the cyclical development of clinical and pathogenetic changes. Particular attention is paid to the correspondence of the choice of clinical material and diagnostic method to a certain period in the development of syphilis. Indicates the lack of sterility of immunity in syphilis and the absence of specific drugs for the prevention and treatment of the disease. Clinical and epidemiological characteristics of leptospirosis are given. The zoonotic nature of the disease and its endemicity in the Orenburg Region are determined. The issues of laboratory diagnostics and specific prevention of leptospirosis are considered, and the role of non-specific anti-epidemic and preventive measures is determined.
In the second part of the lecture, the relevance of rickettsiosis and chlamydia infection is determined. Historical, statistical, epidemiological, and clinical examples are provided. The role of P. F. Zdrodovsky in the study of rickettsiae is emphasized. Morphobiological distinctiveness of rickettsiae and chlamydia is determined. Characteristics of the epidemic process in rickettsiosis and chlamydiaare given . The main clinical and epidemiological groups are distinguished. The pathogenesis of rickettsiosis and chlamydia is considered. The main methods of laboratory diagnostics of infections are described, and the importance of modern gene diagnostic methods (PCR) is indicated. Information is provided on drugs for specific prevention of rickettsiosis and the absence of such drugs in chlamydia infection. The problem of etiotropic therapy of chlamydiaassociated with prolonged intracellular parasitization of the pathogen is determined.

Lecture organization form: Combined version. 
Teaching methods used in lectures: visual: illustration, demonstration; verbal: educational discussion, problem statements; public thinking. 
Learning tools: 
- didactic: presentation, diagrams.
-material and technical: chalk, blackboard, multimedia projector.

Module 6 Clinical Microbiology 

Lecture #12.
Topic: Clinical Microbiology. Dysbiosis

Goal: To form an understanding of dysbiotic disorders of the human body microflora and the role of opportunistic microorganisms in endogenous and hospital-acquired infections

Lecture summary 
The concepts of "Clinical Microbiology" and "clinical Microbiology" are defined.Eubiosis", "Dysbiosis". The regularities of the formation of normal microflora of the human body and the causes leading to microecological disorders are considered. The leading role of antibiotic therapy, infectious diseases and poor nutrition in the formation of dysbiotic disorders is determined. Attention is focused on the importance of determining the main clinical symptoms of dysbiosis in childhood. The article describes dysbiotic disorders of the main ecological niches of the human body: the oral cavity, large intestine, and genitourinary tract. The issues of laboratory diagnostics and correction of dysbiotic disorders are considered. Characteristics of different types (staphylococcal, candidal, colibacteriosis, etc.) and degrees of severity of dysbiosisare given . The role of Pro-,pre - and synbiotics in correcting disorders is determined.
In the second part of the lecture, on the logical basis of the material on dysbiosis, the issues of UPM infections as reflections of pronounced dysbiotic States are considered. A description of UPM is given, and the main conditions for pathogenicity realization – the causes leading to acquired immunodeficiency-are considered. The etiological and epidemiological features of hospital-acquired infections are considered. Laboratory diagnostics of UPM infections is presented. Approaches to prevention and therapy are described in detail.

Lecture organization form: Combined version. 
Teaching methods used in lectures: visual: illustration, demonstration; verbal: educational discussion, problem statements; public thinking. 
Learning tools: 
- didactic: presentation, diagrams.
-material and technical: chalk, blackboard, multimedia projector.

Module # 7 Virology 

Lecture #13.
Topic: General Virology. Respiratory viral infections 

Goal: To form an understanding of viruses and features of acute respiratory viral infections, methods of their laboratory diagnostics, etiotropic therapy and prevention.

Lecture summary 
Historical data on the discovery of D. I. viruses are presented. Ivanovsky and the origin of the science of Virology. The goals and objectives of modern virologists are formulated. A modern definition of viruses and an idea of them as a special form of life are given. Proofs of the latter are given. The issues of taxonomy, morphology, vital activity and cultivation of viruses are considered. A typical variant of interaction of the virus with a living cell is given. Forms of viral infections are determined. Special attention is paid to the virogenetic theory of tumors by L. A. Zilber. The characteristics of antiviral immunity are described. Methods of laboratory diagnostics of viral infections based on the use of cytopathic action of viruses and its neutralization with specific sera are considered in detail. The choice of serological diagnostic method as the main one for viral infections is justified, and modern methods of gene diagnostics (PCR, DNA probing) are also characterized. The problem of etiotropic therapy of viral infections and difficulties in its solution are determined. The issues of specific and non-specific prevention of viral infections are considered. 
The relevance of acute respiratory viral infections and influenza is determined. Up-to-date epidemiological data are presented. The etiological characteristics of respiratory viral diseases are given. Special attention is paid to the etiology, epidemiology and pathogenesis of influenza. An epidemiological and clinical approach to solving the issues of laboratory diagnostics of influenza is determined. Questions of immunity formation, specific and non-specific flu prevention are discussed. Special attention is paid to the effective use of vaccines for routine prevention of major viral infections. Attention is focused on the use of interferon and interferonogens to enhance non-specific antiviral immunity.

Lecture organization form: Combined version. 
Teaching methods used in lectures: visual: illustration, demonstration; verbal: educational discussion, problem statements; public thinking. 
Learning tools: 
- didactic: presentation, diagrams.
-material and technical: chalk, blackboard, multimedia projector.

Lecture #14.
Topic: Enteroviruses. Arboviruses

Goal: To form an understanding of the features of enterovirus and arbovirus infections, methods of their laboratory diagnosis, etiotropic therapy and prevention.

Lecture summary 
The relevance of enterovirus infections is determined: poliomyelitis, infectionsCoxsackie and esno. Historical data on the pandemic nature of polio spread prior to the development of an effective vaccine are presented. Up-to-date epidemiological data are presented. The etiological characteristics of enteroviruses are given. The pathogenesis and laboratory diagnostics of poliomyelitis are considered. Attention is paid to the issue of mandatory planned polio prevention and non-specific prevention of enterovirus infections.
The second part of the lecture examines the ecological group of viruses transmitted by biological transmission to susceptible vertebrates and humans by blood-sucking arthropod vectors-arboviruses. 
The relevance of arboviruses for the Orenburg region as an endemic disease is determined. Questions of etiology, epidemiology, and pathogenesis are considered. Special attention is paid to the clinical features of the disease: systemic fevers, hemorrhagic fevers, and meningoencephalitis. Clinical and epidemiological examples are given. Laboratory diagnostics of arboviruses is discussed. The issues of specific and non-specific prevention are considered.

Lecture organization form: Combined version. 
Teaching methods used in lectures: visual: illustration, demonstration; verbal: educational discussion, problem statements; public thinking. 
Learning tools: 
- didactic: presentation, diagrams.
-material and technical: chalk, blackboard, multimedia projector.

Lecture #15.
Topic: Viral hepatitis. HIV

Goal: To form an understanding of the features of viral hepatitis and HIV, methods of their laboratory diagnosis, etiotropic therapy and prevention.

Lecture summary
The relevance of viral hepatitis is determined. Epidemiological characteristics of enteral and parenteral hepatitis are presented. Questions of etiology, pathogenesis and immunity in viral hepatitis are discussed. The significance of serological diagnostics and gene diagnostics methods at the present stage is determined. The issues of specific prevention and non-specific anti-epidemic measures to combat viral hepatitis are discussed.
The relevance of HIV infection is determined. Differences in the definition of HIV-positive and AIDS patients are given. Statistical data and clinical and epidemiological examples are given. The history of the emergence of HIV infection and the discovery of the virus is considered. Hypotheses of HIV occurrence are presented. Questions of etiology are considered: features of the structure, variability, cultivation, and resistance in the external environment of the virus.
Issues of epidemiology and features of the current epidemic process of HIV infection, including in the Orenburg region, are discussed. The pathogenesis of infection is considered in detail. The choice of diagnostic methods and its stagesare discussed : serological diagnostics (ELISA) as screening, selection and gene diagnostics, or immune blotting as expert. The problem of creating specific drugs for the prevention of HIV infection is determined. The main approaches to etiotropic therapy and non-specific prevention of infection are considered.

Form of organization of lectures: Combined version. 
Teaching methods used in lectures: visual: illustration, demonstration; verbal: educational discussion, problem statements; public thinking. 
Learning tools: 
- didactic: presentation, diagrams.
-material and technical: chalk, blackboard, multimedia projector.

Lecture #16.
Topic: Rabies

Goal: To form an understanding of the features of rabies, methods of laboratory diagnostics, etiotropic therapy and prevention.

Lecture summary
The relevance of rabies for the Orenburg region as an endemic disease is determined. The issues of etiology, epidemiology, pathogenesis and clinic of the disease are considered. Special attention is paid to the zoonotic nature of the infection, and clinical and epidemiological examples are given. Issues of laboratory diagnostics of rabies are discussed. Special attention is paid to the indications for the use and mechanism of action of the rabies vaccine. Historical data on the background and methodology of creating the rabies vaccine L. are presented. With Pasteur. Issues of non-specific rabies prevention and monitoring of epizootics are considered.
In the second part of the lecture, pre-examination counseling is conducted. Principles and methods of laboratory diagnostics of infectious diseases are discussed. The directions of etiotropic therapy and methods of exposure to microorganisms, as well as the issues of obtaining and using specific diagnostic and therapeutic drugs, are considered.

Form of organization of lectures: Combined version. 
Teaching methods used in lectures: visual: illustration, demonstration; verbal: educational discussion, problem statements; public thinking. 
Learning tools: 
- didactic: presentation, diagrams.
-material and technical: chalk, blackboard, multimedia projector.

2. Methodological recommendations for conducting practical classes.

Module 1. Morphology of microorganisms

Topic 1. Methods for studying the morphology of microorganisms
The type of training session is a practical lesson.
Objective: Toget acquainted with the methods of studying the morphology of microorganisms, to master the methods of preparing micro-preparations and immersion microscopy.
Lesson plan
№n/a number	Stages and content of the lesson	
1	Organizational moment.
Declaring the topic and purpose of the lesson.
Motivational moment (relevance of studying the topic of the lesson)	
2	Input control, updating of reference knowledge, skills (testing, sets of test tasks are given in the feedback form)	
3	The main part of the training session.
1. Verification of students ' independent work performance (the task for independent work is presented in the feedback form)
2. Guided tour of the Department.
3. Mastering the training material: Methods for studying the morphology of microorganisms. Preparation and coloring of preparations.
3.1. Consolidation of theoretical material: educational discussion, illustration, demonstration, explanation, laboratory and practical exercises, control and correctional conversation on the issues presented in the feedback form.
3.2. Development of practical skills (practical tasks are presented in the feedback form)
1. microscopy Technique:
a) familiarize yourself with the techniques of phase contrast and fluorescent microscopy.
b) master the technique of microscopy in an immersion system.
C) discuss the scheme and principles of operation of immersion and electron microscopes.
2. Methods of manufacturing colored and unpainted micro-preparations:
a) prepare a preparation from agar culture and paint it with methylene blue or fuchsin;
b) prepare a preparation from a yeast suspension and color it with a negative method.	
4	Final part of the lesson:
1. summing up the lesson results;
2. Making current grades in the training journal;
3. Task for independent training of students. Fill in the table: "Required and optional components of a bacterial cell", presented in the feedback form.	
Learning tools: 
- didactic: tables, diagrams;
-material and technique: chalk white and color, Board, microscopes (1 double), slides, spirit lamp, pencils, glass, matches, aniline dyes (fuchsin, methylene blue), ink, circadian pure cultures of staphylococci and Escherichia coli, a suspension of yeast, immersion oil with a glass rod, inoculating loops, drain the bowl, base rails for painting strokes, distilled water, filter paper, fluorescent lighting (individual), 2 demonstration of the drug (first – a mixture of erythrocytes and sticks, the color Magenta; the second is a mixture of yeast and cocci, painting methylene blue), the bottle with immersion oil. 

Topic 2. Structure of the bacterial cell
The type of training session is a practical lesson.
Goal: Study the structure of a bacterial cell, master a complex method of staining bacteria byGram.
Lesson plan
№n/a number	Stages and content of the lesson	
1	Organizational moment.
Declaring the topic and purpose of the lesson.
Motivational moment (relevance of studying the topic of the lesson)	
2	Input control, updating of reference knowledge, skills (testing, sets of test tasks are given in the feedback form)	
3	The main part of the training session.
1. Verification of students ' independent work performance (the task for independent work is presented in the feedback form)
2. Mastering the training material: Structure of a bacterial cell. Preparation and coloring of preparations by the method ofGrama.
2.1. Consolidation of theoretical material: educational discussion, illustration, demonstration, explanation, laboratory and practical exercises, control and correctional conversation on the issues presented in the feedback form.
2.2. Development of practical skills (practical tasks are presented in the feedback form)
1. Complex painting techniques. MethodGrama. Color by methodGrama is a drug made from a mixture of gram-positive and gram-negative bacteria.
2. structure of the bacterial cell:
a) flagella: 
- consider a preparation of bacteria with flagella, colored by gray; 
- detect the movement of bacteria by dark-field microscopy in the preparation " crushed drop»; 
b) capsule: 
- consider the preparation of bacteria (Klebsiella with capsule), colored byBurri-Ginsu;
C) shell: 
- consider a preparation made from plasmolyzed yeast, colored byBurri-Ginsu; 
d) intracellular inclusions:
- consider a preparation made from diphtheria sticks with volutin grainsволютина, colored with methylene blue; 
e) bacterial spores: 
- consider the preparation of sticks with spores, colored byGram.	
4	Final part of the lesson:
1. summing up the lesson results;
2. Making current grades in the training journal;
3. Task for independent training of students. Fill in the table: "Distinguishing features of the main groups of microorganisms", presented in the feedback form.	
Learning tools: 
- didactic: tables, diagrams;
- material and technical: white and colored chalk, blackboard, demonstration set of micro-preparations (yeast plasmolysis, water-based staining).Burri-Ginsu; spore stick, color by colorGram; stick with flagella, silver impregnation; stick with capsule in the organ, fuchsin stain; diphtheria stick withvolutin grains, methylene blue stain), microscopes (1 for two), slides, alcohol lamps, pencils on glass, matches, aniline dye (fuchsin, gentian violet), solutionLugol, alcohol, daily pure cultures of staphylococci and Escherichia coli, immersion oil with a glass rod, bacteriological loops, drain bowls, support rails for painting smears, distilled water, filter paper, daylight lamps (individual). 

Topic 3.Comparative morphology of microorganisms
The type of training session is a practical lesson.
Goal: To study the comparative morphology of groups of microorganisms: protozoa, fungi, bacteria (different taxa), viruses; to master the complex method of staining acid-resistant bacteria according to ZIL-Nielsen and to control the knowledge of module 1 "Morphology of microorganisms".
Lesson plan
№n/a number	Stages and content of the lesson	
1	Organizational moment.
Declaring the topic and purpose of the lesson.
Motivational moment (relevance of studying the topic of the lesson)	
2	Input control, updating of reference knowledge, skills (testing, sets of test tasks are given in the feedback form)	
3	The main part of the training session.
1. Verification of students ' independent work performance (the task for independent work is presented in the feedback form)
2. Mastering the educational material: Comparative morphology of the main groups of microorganisms. Preparation and coloring of preparations by the Ziel-Nielsen method. Control of knowledge of module 1 "Morphology of microorganisms".
2.1. Consolidation of theoretical material: educational discussion, illustration, demonstration, explanation, laboratory and practical exercises, control and correctional conversation on the issues presented in the feedback form.
2.2. Development of practical skills (practical tasks are presented in the feedback form)
1. Complex painting techniques. The Ziele-Nielsen Method. 
a) Dye the Циля-Нильсенаfinished product from acid-resistant and non-acid-resistant bacteria according to the Ziel-Nielsen method.
b) Consider the preparation of sticks with spores, stained according to ZIL-Nielsen.
2. Morphology of microorganisms: 
a) identify coccoid, rod-shaped and convoluted forms of bacteria in ready-made preparations; 
b) examine spirochetes under a dark-field microscope;
C) consider rickettsiae in a pure culture preparation;
d) consider virions in the preparation treated by the Morozov method.
2.3. control of knowledge of module 1 "Morphology of microorganisms" (testing, sets of test tasks are given in the feedback form)	
4	Final part of the lesson:
1. summing up the lesson results;
2. Summing up the results of module 1 "Morphology of microorganisms". 
3. Making current grades in the training journal;
4. Task for independent training of students. Fill in the table: "Media for cultivation of different groups of microorganisms", presented in the feedback form.	
Learning tools: 
- didactic: tables, diagrams;
- material and technical: white and colored chalk, blackboard, demonstration set of micro-preparations (staphylococci, streptococci, Escherichia coli, streptobacillus, Vibrio cholerae, rickettsiasProwazeki, Leptospira, the variola virus), microscopes (1 double), slides, spirit lamp, pencils, glass, matches, aniline dye (methylene blue, carbolic fuchsin), sulfuric acid, PAP smear with acid-fast rods and cocci Nikolaevym, immersion oil with a glass rod, inoculating loops, drain the bowl, base rails for painting strokes, distilled water, filter paper, fluorescent lighting (individual). 

Module 2. Physiology and genetics of microorganisms

Topic 4. Nutrition, respiration and reproduction of microorganisms
The type of training session is a practical lesson.
Goal: To study the features of physiology and master the methods of cultivation of microorganisms.
Lesson plan
№n/a number	Stages and content of the lesson	
1	Organizational moment.
Declaring the topic and purpose of the lesson.
Motivational moment (relevance of studying the topic of the lesson)	
2	Input control, updating of reference knowledge, skills (testing, sets of test tasks are given in the feedback form)	
3	The main part of the training session.
1. Verification of students ' independent work performance (the task for independent work is presented in the feedback form)
2. Mastering the training material: Features of the physiology of microorganisms.Мmethods of cultivation of microorganisms.
2.1. Consolidation of theoretical material: educational discussion, illustration, demonstration, explanation, laboratory and practical exercises, control and correctional conversation on the issues presented in the feedback form.
2.2. Development of practical skills (practical tasks are presented in the feedback form)
1. Study the types and composition of nutrient media. 
2. familiarize Yourself with the operating principle of the thermostat. 
3. to Study methods of anaerobic cultivation.	
4	Final part of the lesson:
1. summing up the lesson results;
2. Making current grades in the training journal;
3. Task for independent training of students. Fill in the table: "Characteristics of the stages of the bacteriological method for the diagnosis of infectious diseases", presented in the feedback form.	
Learning tools: 
- didactic: tables, diagrams;
- material and technical: white and colored chalk, blackboard, set of demonstration macro-preparations (Petri dishes with MPA, blood agar, ZHSA, medium ENDO, with сокультивированиемco-cultivation of aerobes and anaerobes without oxygen access, test tubes with slanted agar, with mediumKitta-Tarozzi, ItalyWilsen-Blair, SCS), anaerostat, desiccator, thermostat, daylight lamps (individual).

Topic 5. Bacteriological diagnostic method
The type of training session is a practical lesson.
Goal: To study methods of isolation of pure bacterial cultures and master the bacteriological method of diagnosis of infectious diseases.
Lesson plan
№n/a number	Stages and content of the lesson	
1	Organizational moment.
Declaring the topic and purpose of the lesson.
Motivational moment (relevance of studying the topic of the lesson)	
2	Input control, updating of reference knowledge, skills (testing, sets of test tasks are given in the feedback form)	
3	The main part of the training session.
1. Verification of students ' independent work performance (the task for independent work is presented in the feedback form)
2. Mastering the training material: Bacteriological method for the diagnosis of infectious diseases. Methods of isolation of pure crops.
2.1. Consolidation of theoretical material: educational discussion, illustration, demonstration, explanation, laboratory and practical exercises, control and correctional conversation on the issues presented in the feedback form.
2.2. Development of practical skills (practical tasks are presented in the feedback form)
1. Isolate a pure culture from a mixture of bacteria and identify it – master the bacteriological diagnostic method	
4	Final part of the lesson:
1. summing up the lesson results;
2. Making current grades in the training journal;
3. Task for independent training of students. Fill in the table: "forms of genetic variation of bacteria", presented in the feedback form.	
Learning tools: 
- didactic: tables, diagrams;
- material and technique: chalk white and color, Board, test tube with the study material "Stool", a breeding ground for sowing (Petri dish MPA), grown on a Petri dish with a colony of 2 types, test tube with a beveled agar, per diem pure cultures of staphylococci and Escherichia coli, microscopes (1 double), slides, spirit lamp, pencils, glass, matches, aniline (fuchsin, gentian violet), povidone iodine, alcohol, immersion oil with a glass wand inoculating loops, drain the bowl, base rails for painting strokes, distilled water, filter paper, Petri dish with antibioticogram, differential diagnostic test systems (ENTEROtest, stupidest), decoding table test systems, fluorescent lighting (individual). 

Topic 6. Bacterial genetics
The type of training session is a practical lesson.
Goal: To study the structural features of the bacterial genome and the main forms of microbial variability in order to determine the principles of gene diagnostics of infectious diseases.
Lesson plan
№n/a number	Stages and content of the lesson	
1	Organizational moment.
Declaring the topic and purpose of the lesson.
Motivational moment (relevance of studying the topic of the lesson)	
2	Input control, updating of reference knowledge, skills (testing, sets of test tasks are given in the feedback form)	
3	The main part of the training session.
1. Verification of students ' independent work performance (the task for independent work is presented in the feedback form)
2. Mastering the training material: Structure of the bacterial genome. The main forms of microbial variability. Methods of gene diagnostics of infectious diseases: PCR, DNA probe.
2.1. Consolidation of theoretical material: educational discussion, illustration, demonstration, explanation, laboratory and practical exercises, control and correctional conversation on the issues presented in the feedback form.
2.2. Development of practical skills (practical tasks are presented in the feedback form)
1. Study of plasmid traits of bacteria.
2. Studying the mechanisms of genotypic variability: transformations. 	
4	Final part of the lesson:
1. summing up the lesson results;
2. Making current grades in the training journal;
3. Task for independent training of students. Fill in the table: "Practical application of bacteriophages", presented in the feedback form.	
Learning tools: 
- didactic: tables, diagrams;
- material and technique: chalk white and color, Board, fluorescent lighting (individual), the tube with the strainof s aureus, sensitive (culture-recipient) and sustainable (culture-donor) to streptomycin, three Petri dishes with the environment MPA: control 1 – with the culture of the recipient, control 2 with the culture of the donor experience – the mixed culture of the recipient and donor of selectionOh, environment, containingher streptomycin from control and experimental tubes, fluorescent lighting (individual).

Topic 7. Bacteriophages
The type of training session is a practical lesson.
Goal: To determine morphobiological features and practical significance of bacteriophages for medicine.
Lesson plan
№n/a number	Stages and content of the lesson	
1	Organizational moment.
Declaring the topic and purpose of the lesson.
Motivational moment (relevance of studying the topic of the lesson)	
2	Input control, updating of reference knowledge, skills (testing, sets of test tasks are given in the feedback form)	
3	The main part of the training session.
1. Verification of students ' independent work performance (the task for independent work is presented in the feedback form)
2. Mastering the training material: Morphobiological features and practical significance of bacteriophages.
2.1. Consolidation of theoretical material: educational discussion, illustration, demonstration, explanation, laboratory and practical exercises, control and correctional conversation on the issues presented in the feedback form.
2.2. Development of practical skills (practical tasks are presented in the feedback form)
1. Determine фаготипthe phagotype of the culture under study
2. Evaluate the phenomenon of transduction 
3. to Study the preparations of bacteriophages for the diagnosis, treatment and prevention of bacterial infections.	
4	Final part of the lesson:
1. summing up the lesson results;
2. Making current grades in the training journal.	
Learning tools: 
- didactic: tables, diagrams;
- material and technical aspects: chalk white and color, blackboard, two Petri dishes with phage typing: No. 1 – the study of the pathogen from the water zone of lysis in the area of application of bacteriophage type D4; No. 2. – study of the pathogen from the patient zone of lysis in the area of application of bacteriophage type D4,the test tube with the strain of Escherichia coli, do not ferment lactose (E. coli lac-), a vial of the phage lysatecontaining temperate bacteriophage obtained by UV irradiation of the strain E. coli lac+, two Petri dishes with the environment ENDO: control – with recipient culture, experiment-mixed culture of recipient and phagolysate, daylight lamps (individual). 

Topic 8. Final lesson " Physiology and genetics of microorganisms»
The type of training session is a practical lesson.
Goal: Monitoring of knowledge and practical skills of module 2 "Physiology and genetics of microorganisms".
Lesson plan
№n/a number	Stages and content of the lesson	
1	Organizational moment.
Declaring the topic and purpose of the lesson.	
2	The main part of the training session.
1. Control of knowledge and practical skills of module 2 " Physiology and genetics of microorganisms»
1.1. Testing (sets of test tasks are listed in the feedback form)
1.2. Oral survey of theoretical material. Questions are submitted in the feedback form.
1.3. Control of practical skills. A list of tested practical skills is provided in the feedback form.	
3	Final part of the lesson:
1. Making current grades in the academic journal
2. Task for independent training of students. Fill in the table: "Mechanisms and examples of interactions of symbiosis forms", presented in the feedback form.	
Learning tools: 
- didactic: tables, diagrams;
- material and technical: demonstration micro-preparations: Escherichia coli (OCD. byGram), streptobacillus (OCD. byGram), a stick with a spore (OCD. byGram and ZIL-Nielsen), diphtheria Bacillus (OCD. methylene blue), Bacillus with capsule or capsular diplococcus (OCD. fuchsin), staphylococci (OCD. byGram), streptococci (OCD. byGram), sarcini (OCD. byGram), demonstration macro-products: environmentKitta-Tarozzi, Wednesday ENDO (with the growth of Escherichia coli), with a Cup of phage typing; determination of the sensitivity of bacteria to antibiotics by the method of indicator discs; biological method of culturing anaerobes; experience in the definition of bacteriocins, a set of drugs: chemotherapy drugs (antibiotics, etc.), the bacteriophages, eubiotics, fluorescent lighting (individual), desiccator, anaerostat, differential diagnostic test systems (ENTEROtest, stupidest), set to determine the sensitivity of bacteria to antibiotics by the serial dilution method.

Module 3. Ecology of microorganisms

Topic 9. Microflora of the human body and its functions. Distribution of microorganisms in the environment. Sanitary-indicative microorganisms of water, soil, air
The type of training session is a practical lesson.
Goal: Master the methods of bacteriological assessment of environmental factors and study the normal microflora of the human body.
Lesson plan
№n/a number	Stages and content of the lesson	
1	Organizational moment.
Declaring the topic and purpose of the lesson.
Motivational moment (relevance of studying the topic of the lesson)	
2	Input control, updating of reference knowledge, skills (testing, sets of test tasks are given in the feedback form)	
3	The main part of the training session.
1. Verification of students ' independent work performance (the task for independent work is presented in the feedback form)
2. Mastering the training material: Microflora of the human body and its functions. Microflora ofwater, air, and soil. Methods of sanitary and microbiological studies of the state of water and air.
2.1. Consolidation of theoretical material: educational discussion, illustration, demonstration, explanation, laboratory and practical exercises, control and correctional conversation on the issues presented in the feedback form.
2.2. Development of practical skills (practical tasks are presented in the feedback form)
1. take into Account the result of air seeding in various rooms of a medical and preventive institution
2. Evaluate the result of determining OKB in drinking water	
4	Final part of the lesson:
1. summing up the lesson results;
2. Making current grades in the training journal;
3. Task for independent training of students. Fill in the table: "Basic methods of disinfection and quality control of disinfection", presented in the feedback form.	
Learning tools: 
- didactic: tables, diagrams;
- material and technical: white and colored chalk, blackboard, Petri dish with agar Endo, on which a filter with 3 E. coli colonies is "seeded", a Petri dish with colony growth by MPA ("Operating room","Rod. zal", "Chamber"), counting grid, table with regulatory data, daylight lamps (individual).

Topic 10. Asepsis
The type of training session is a practical lesson.
Goal: To study the effect of physical and chemical decontamination factors on microorganisms and get acquainted with their practical use.
Lesson plan
№n/a number	Stages and content of the lesson	
1	Organizational moment.
Declaring the topic and purpose of the lesson.
Motivational moment (relevance of studying the topic of the lesson)	
2	Input control, updating of reference knowledge, skills (testing, sets of test tasks are given in the feedback form)	
3	The main part of the training session.
1. Verification of students ' independent work performance (the task for independent work is presented in the feedback form)
2. Mastering the training material: The effect of physical and chemical decontamination factors on microorganisms. Practical use in medicine of the results of the action of environmental factors on microorganisms. Principles of microbiological evaluation of the quality of sterilization and disinfection
2.1. Consolidation of theoretical material: educational discussion, illustration, demonstration, explanation, laboratory and practical exercises, control and correctional conversation on the issues presented in the feedback form.
2.2. Development of practical skills (practical tasks are presented in the feedback form)
1. the Effect of physical and chemical factors on bacteria:
- to put an experiment on the effect of betaseptin on the suspension of Staphylococcus;
- take into account the result of the experiment on the effect of UFL on bacteria.
2. Practical application of the effect of environmental factors on microorganisms:
- getting acquainted with the device and operation of the autoclave-excursion to the autoclave.	
4	Final part of the lesson:
1. summing up the lesson results;
2. Making current grades in the training journal;
3. Task for independent training of students. Fill in the table: "General characteristics of the main groups of antimicrobial chemotherapeutic drugs", presented in the FOS.	
Learning tools: 
- didactic: tables, diagrams;
- material and technique: chalk white and color, Board, fluorescent lighting (individual), test tube with a suspension of Staphylococcus aureus, a vial of belaseptika, Pasteur pipette, the sample Petri dish with the effect of belaseptika in 5 minutes – microbe growth is, demonstration Petri dish with the effect of belaseptika in 20 minutes – the growth of the microbe no pattern cardboard with the letter "M" demo Petri dish with the effect of UV 10 minutes – solid growth of microbe, sample Petri dish with the result of the action of UV 30 minutes – visible area of sterility corresponding to the pattern of the autoclave.

Topic 11. Microbial antagonism. Antibiotics. Methods for determining the sensitivity of bacteria to antibiotics
The type of training session is a practical lesson.
Goal: To study the effects of antibiotics, bacteriocins on microorganisms and the implementation of knowledge control module 3 "Ecology of microorganisms".
Lesson plan
№n/a number	Stages and content of the lesson	
1	Organizational moment.
Declaring the topic and purpose of the lesson.
Motivational moment (relevance of studying the topic of the lesson)	
2	Input control, updating of reference knowledge, skills (testing, sets of test tasks are given in the feedback form)	
3	The main part of the training session.
1. Verification of students ' independent work performance (the task for independent work is presented in the feedback form)
2. Mastering the training material: Microbial antagonism. Antibiotics. Methods for determining the sensitivity of bacteria to antibiotics. Knowledge control of module 3 " Ecology of microorganisms»
2.1. Consolidation of theoretical material: educational discussion, illustration, demonstration, explanation, laboratory and practical exercises, control and correctional conversation on the issues presented in the feedback form.
2.2. Development of practical skills (practical tasks are presented in the feedback form)
1. Study the effect of antibiotics on bacteria:
- determine the sensitivity of bacteria to antibiotics by diffusion in agar (indicator disks);
- determine the sensitivity of bacteria to antibiotics by serial dilution.
2. Study the effect of bacteriocins:
- consider the phenomenon of staphylococcal bacteriocinogeny
2.3. knowledge Control of module 3 "Ecology of microorganisms" (testing, sets of test tasks are given in the feedback form)	
4	Final part of the lesson:
1. summing up the lesson results;
2. Summing up the results of module 3 "Ecology of microorganisms";
3. Making current grades in the training journal;
4. Task for independent training of students. Fill in the table: "Classification of bacterial virulence factors", 1presented in the feedback form.	
Learning tools: 
- didactic: tables, diagrams;
- material and technique: chalk white and color, Board, fluorescent lighting (individual), a test-tube with agar culture of the causative agent, test tube with 2 ml of ice.Rof astora, pipette 1 ml Petri dish with a clean MPA, the set of disks with antibiotics; spatula, Cup des.Rastora, tweezers, sample Petri dish with the results of antibiogram, a tripod with a number of tubes, which differ in concentration in them of antibiotic and visually for turbidity. At a concentration of 1 unit, 2 units, 4 units, 8 units, 16 EDI in control – tubes murky broth at a concentration of 32 units, 64 units and 128 units– transparent; the sample Petri dish with MPA, which segments sown agents of the tubes with different concentrations of antibiotics: 8 units, 16 units, 32 units – a growth of microbe, 64 u, 128 units – the lack of growth of the microbe, the sample Petri dish with the phenomenon of bacteriocinogenic staphylococci, where you can observe a continuous growth of the test strain, bacteriocinogenic strains with the zone of growth inhibition of the test strain around them and nemacheilinae strains.

Module 4.Infectious process

Topic 12. Infectious process. The role of microorganisms and the external environment in the infectious process
The type of training session is a practical lesson.
Goal: Find out the role of microorganisms and environmental objects in the infectious process and master the ability to evaluate the result of identifying factors of virulence and persistence of microorganisms.
Lesson plan
№n/a number	Stages and content of the lesson	
1	Organizational moment.
Declaring the topic and purpose of the lesson.
Motivational moment (relevance of studying the topic of the lesson)	
2	Input control, updating of reference knowledge, skills (testing, sets of test tasks are given in the feedback form)	
3	The main part of the training session.
1. Verification of students ' independent work performance (the task for independent work is presented in the feedback form)
2. Mastering the training material: Infectious process. The role of microorganisms and the external environment in the infectious process. Identification of microbial virulence and persistence factors.
2.1. Consolidation of theoretical material: educational discussion, illustration, demonstration, explanation, laboratory and practical exercises, control and correctional conversation on the issues presented in the feedback form.
2.2. Development of practical skills (practical tasks are presented in the feedback form)
1. to Study macro-preparations demonstrating factors of colonization, virulence and persistence of bacteria	
4	Final part of the lesson:
1. summing up the lesson results;
2. Making current grades in the training journal;
3. Task for independent training of students. Fill in the table: "Classification of the role of factors of natural resistance of bacteria", presented in the feedback form.	
Learning tools: 
- didactic: tables, diagrams;
- material and technical: white and colored chalk, blackboard, daylight lamps (customized)mtripreport (red blood cells with adhered them coliform) to assess the adhesive activity of bacteria, Cup with blood agar and the growth of colonies with and without hemolysis hemolysis accounting (hemolysin), Cup with yolk-salt agar and raised colonies with a "halo" (the presence of lecitovitellin activity, BV+) and without "halo" (LP), Cup with growth of micrococci on the agar and colonies with a zone of lysis of Micrococcus (lysozymuria strains LA+) and without the zone of lysis of Micrococcus (LA-), Cup with agarcontaining egg lysozyme and grown micrococcal around some of the colonies (have antilysozyme activity of ALA+) and colonies no growth zones around them micrococci (ALA), the tubes containing the blood plasma from the clot of fibrin (the presence plasmocoagulase, PC +, experience) and without fibrin clot (control). tubes containing hyaluronic acid and acetic: a vial of clot (to account for hyaluronic acid control) and the tube without clot (experience, the presence of hyaluronidase from a pure culture that destroys hyaluronic acid).

Topic 13. The infectious process. The role of macroorganisms in the infectious process. Biological diagnostic method
The type of training session is a practical lesson.
Goal: Find out the role of the macroorganism in the infectious process and master the skill of evaluating the results of a biological diagnostic method.
Lesson plan
№n/a number	Stages and content of the lesson	
1	Organizational moment.
Declaring the topic and purpose of the lesson.
Motivational moment (relevance of studying the topic of the lesson)	
2	Input control, updating of reference knowledge, skills (testing, sets of test tasks are given in the feedback form)	
3	The main part of the training session.
1. Verification of students ' independent work performance (the task for independent work is presented in the feedback form)
2. Mastering the training material: The infectious process. The role of macroorganisms in the infectious process. Biological diagnostic method 
2.1. Consolidation of theoretical material: educational discussion, illustration, demonstration, explanation, laboratory and practical exercises, control and correctional conversation on the issues presented in the feedback form.
2.2. Development of practical skills (practical tasks are presented in the feedback form)
1. Experimental infection (biological method)
2. Demonstration of ways to infect animals.
3. Reproduction of an experimental bacterial infection in mice.	
4	Final part of the lesson:
1. summing up the lesson results;
2. Making current grades in the training journal;
3. Task for independent training of students. 
3.1. Fill in the table: "Basic drugs for specific diagnosis of infectious diseases", presented in the feedback form.
3.2. Fill in the table: "Basic drugs for specific prevention and treatment of infectious diseases", presented in the feedback form.	
Learning tools: 
- didactic: tables, diagrams;
- material and technique: chalk white and color, Board, fluorescent lighting (individual), microreport of the studied material, the living white outbred mouse to infection, the test tube with the study material for the infection, the syringe for inoculation, a set of tools for the dissection of animals, the dead, the fixed, the mouse slides for making smears prints, the dye solution (methylene blue) solution for fixing strokes, the capacity of des.Rastora, Cup with blood agar and the growth of colonies with hemolysis (for accounting), Cup with blood agar for sowing bodies microscopes.

Topic 14. The "antigen-antibody" system in the diagnosis of infectious diseases
The type of training session is a practical lesson.
Goal: To study the practical application of immune responses in the implementation of the I and II principles of diagnosis, to get acquainted with the main groups of therapeutic and preventive drugs. Implementation of knowledge control module 4 "Infectious process".
Lesson plan
№n/a number	Stages and content of the lesson	
1	Organizational moment.
Declaring the topic and purpose of the lesson.
Motivational moment (relevance of studying the topic of the lesson)	
2	Input control, updating of reference knowledge, skills (testing, sets of test tasks are given in the feedback form)	
3	The main part of the training session.
1. Verification of students ' independent work performance (the task for independent work is presented in the feedback form)
2. Mastering the training material: Practical application of immune responses in the implementation of the I and II principles of diagnosis. Principles of manufacturing and application of diagnostic drugs. The main groups of drugs used for specific prevention and treatment of infectious diseases. Knowledge control of module 4 "Infectious process".
2.1. Consolidation of theoretical material: educational discussion, illustration, demonstration, explanation, laboratory and practical exercises, control and correctional conversation on the issues presented in the feedback form.
2.2. Development of practical skills (practical tasks are presented in the feedback form)
1. Take into account the result of the agglutination reaction to determine the type of microbe
2. take into Account the result of the precipitation reaction in agar to determine the toxigenicity of diphtheria bacteria 
3. get Acquainted with the mechanism of passive hemagglutination reaction (PGA) for the determination of antibodies in dynamics and the method of accounting for the results
2.3. Control of knowledge and practical skills of module 4 " Infectious process»
2.3.1.Testing. Sets of test tasks are listed in the feedback form.
2.3.2. Oral survey of theoretical material. Questions are submitted in the feedback form.
2.3.3. Control of practical skills. A list of tested practical skills is provided in the feedback form.	
4	Final part of the lesson:
1. summing up the lesson results;
2. Summing up the results of module 4 "Infectious process";
3. Making current grades in the training journal;
4. Task for independent training of students. Solving a problem-situation problem presented in the feedback form.	
Learning tools: 
- didactic: tables, diagrams;
- material and technique: chalk white and color, Board, fluorescent lighting (individual), a tripod with two rows of tubes with the reaction of agglutination with a pure culture and in two specific serum bruchnotifozna and paratyphoid And , accordingly, each set of tubes (serum diluted to a titer 1/1600), Petri dish, which set the reaction of precipitation in agar for the detection of diphtheritic diphtheria bacilli, the wells, which supplied TPPA with paired sera (taken at 3 and 10 days from the onset of the disease) different diagnostics.

Module 5. Private bacteriology

Topic 15. Microbiology of pathogenic cocci
The type of training session is a practical lesson.
Goal: Master the basic methods of laboratory diagnostics of coccus infections and learn how to practically solve the issues of specific prevention and treatment of coccus infections.
Lesson plan
№n/a number	Stages and content of the lesson	
1	Organizational moment.
Declaring the topic and purpose of the lesson.
Motivational moment (relevance of studying the topic of the lesson)	
2	Input control, updating of reference knowledge, skills (testing, sets of test tasks are given in the feedback form)	
3	The main part of the training session.
1. Verification of students ' independent work performance (the task for independent work is presented in the feedback form)
2. Mastering the educational material: Studying the etiology, epidemiology and pathogenesis of pathogenic cocci. Mastering the basic methods of laboratory diagnostics, therapy and prevention of coccoid infections.
2.1. Consolidation of theoretical material: educational discussion, illustration, demonstration, explanation, laboratory and practical exercises, control and correctional conversation on the issues presented in the feedback form.
2.2. Development of practical skills (practical tasks are presented in the feedback form)
1. to Study the schemes of laboratory diagnostics of coccoid infections.
2. conduct a bacteriological study to establish the etiology of postoperative complications and identify a resident staphylococcal bacterial carrier.	
4	Final part of the lesson:
1. summing up the lesson results;
2. Making current grades in the training journal;
3. Task for independent training of students. Solving a problem-situation problem presented in the feedback form.	
Learning tools: 
- didactic: tables, diagrams;
- material and technique: chalk white and color, Board, fluorescent lighting (individual), the growth of staphylococci in nutrient media (VSA, blood agar); the micropreparations of pure cultures of staphylococci isolated from a patient with staphylococcal infection, nurses, and nurses; the tablet with stapedectomy; test tubes with a test of mannitol, plasmocoagulase; Petri dishes with antilysozyme activity, antibioticogram and focustitle.

Topic 16. Microbiology of tuberculosis
The type of training session is a practical lesson.
Goal: Master the basic methods of laboratory diagnosis of tuberculosis, learn how to practically solve issues of specific prevention and treatment of tuberculosis.
Lesson plan
№n/a number	Stages and content of the lesson	
1	Organizational moment.
Declaring the topic and purpose of the lesson.
Motivational moment (relevance of studying the topic of the lesson)	
2	Input control, updating of reference knowledge, skills (testing, sets of test tasks are given in the feedback form)	
3	The main part of the training session.
1. Verification of students ' independent work performance (the task for independent work is presented in the feedback form)
2. Mastering the educational material: Studying the etiology, epidemiology and pathogenesis of tuberculosis. Mastering the basic methods of laboratory diagnostics, therapy and prevention of tuberculosis.
2.1. Consolidation of theoretical material: educational discussion, illustration, demonstration, explanation, laboratory and practical exercises, control and correctional conversation on the issues presented in the feedback form.
2.2. Development of practical skills (practical tasks are presented in the feedback form)
1. to Study the schemes of laboratory diagnostics of tuberculosis.
2. to evaluate the results of the bacterioscopic method for diagnosing pulmonary tuberculosis.
3. to Study specific drugs used for the diagnosis, treatment and prevention of tuberculosis.	
4	Final part of the lesson:
1. summing up the lesson results;
2. Making current grades in the training journal;
3. Task for independent training of students. Solving a problem-situation problem presented in the feedback form.	
Learning tools: 
- didactic: tables, diagrams;
- material and technical: white and colored chalk, blackboard, fluorescent lamps (individual), sputum micro-preparations after enrichment (patient A. and B.), micro-preparations stained with fluorochrome, a set of drugs used for the diagnosis, therapy and prevention of tuberculosis.

Topic 17. Microbiology of diphtheria
The type of training session is a practical lesson.
Goal: Master the basic methods of laboratory diagnostics of diphtheria, learn how to practically solve issues of specific prevention and treatment of diphtheria.
Lesson plan
№n/a number	Stages and content of the lesson	
1	Organizational moment.
Declaring the topic and purpose of the lesson.
Motivational moment (relevance of studying the topic of the lesson)	
2	Input control, updating of reference knowledge, skills (testing, sets of test tasks are given in the feedback form)	
3	The main part of the training session.
1. Verification of students ' independent work performance (the task for independent work is presented in the feedback form)
2. Mastering the educational material: Studying the etiology, epidemiology and pathogenesis of diphtheria. Mastering the basic methods of laboratory diagnostics, therapy and prevention of diphtheria.
2.1. Consolidation of theoretical material: educational discussion, illustration, demonstration, explanation, laboratory and practical exercises, control and correctional conversation on the issues presented in the feedback form.
2.2. Development of practical skills (practical tasks are presented in the feedback form)
1. Consider the growth of diphtheria bacilli on elective nutrient media.
2. to Study the scheme of laboratory diagnostics of diphtheria.
3. Evaluate the results of bacteriological diagnostics of diphtheria and master the principle of specific therapy of the disease.
4. to Study specific drugs used for the diagnosis, therapy, and prevention of diphtheria.	
4	Final part of the lesson:
1. summing up the lesson results;
2. Making current grades in the training journal;
3. Task for independent training of students. 
3.1. Fill in the table: "Composition of elective and differential diagnostic media for the cultivation and study of intestinal pathogens", presented in the FOS.
3.2. Fill in the table: "Specific drugs for the diagnosis of dysentery", presented in the feedback form.	
Learning tools: 
- didactic: tables, diagrams;
- material and technique: chalk white and color, Board, fluorescent lighting (individual), the growth of diphtheria sticks type "gravis" on blood tellurite environment in a Petri dish, microreport pure cultures of diphtheria sticks (paint alkaline methylene blue), the growth of diphtheria sticks on media with glucose, starch, cysteine, the reaction of precipitation in agar for the detection of diphtheritic diphtheria bacilli, the tablet's response to PHA, a set of drugs used for the diagnosis, therapy and prevention of diphtheria.

Topic 18. Microbiology of Escherichia coli and shigellosis
The type of training session is a practical lesson.
Goal: Master the basic methods of laboratory diagnostics of escherichiosis, shigellosis, learn to practically solve the issues of specific prevention and therapy of escherichiosis, shigellosis.
Lesson plan
№n/a number	Stages and content of the lesson	
1	Organizational moment.
Declaring the topic and purpose of the lesson.
Motivational moment (relevance of studying the topic of the lesson)	
2	Input control, updating of reference knowledge, skills (testing, sets of test tasks are given in the feedback form)	
3	The main part of the training session.
1. Verification of students ' independent work performance (the task for independent work is presented in the feedback form)
2. Mastering the educational material: studying the classification, features of the pathogenesis of Escherichia coli, forms of dysentery. Mastering methods for evaluating the results of laboratory research, specific prevention and treatment of dysentery.
2.1. Consolidation of theoretical material: educational discussion, illustration, demonstration, explanation, laboratory and practical exercises, control and correctional conversation on the issues presented in the feedback form.
2.2. Development of practical skills (practical tasks are presented in the feedback form)
1. to Consider the schemes of laboratory diagnostics of Escherichia coli and shigellosis.
2. conduct a bacteriological study to establish Escherichia coli. 
3. Evaluate the results of serological diagnostics of chronic dysentery and master the principle of specific therapy of the disease.
4. to Study bacterial preparations for the correction of intestinal microflora and specific diagnostic drugs.	
4	Final part of the lesson:
1. summing up the lesson results;
2. Making current grades in the training journal;
3. Task for independent training of students. 
3.1. Fill in the table: "Specific drugs for the diagnosis of typhoid fever, paratyphoid fever and PTI (salmonellosis)", presented in the feedback form.
3.2. Fill in the table: "Specific drugs for the diagnosis of cholera", presented in the feedback form.	
Learning tools: 
- didactic: tables, diagrams;
- material and technical: white and colored chalk, blackboard, fluorescent lamps (individual), micro-preparation of pure E. coli culture, test material in test tubes, Petri dish with medium ENDO (clean and with the growth of Escherichia coli), the vial with the growth of pure cultures of Escherichia coli on the sloped agar, tablet with the results of ENTEROtest, a set of serum – a blend of oak serum (for option No. 1 – О111+О26; for option No. 2 – О124+О85), a set of diagnostic sera – private OK-serum (for option No. 1 – О111 and О26, for option number 2 – О124 and О85), the tubes with the results of the expanded agglutination reaction with the lively and Greta pure culture, the tubes with the reaction of passive hemagglutination (with the antigen of flexneri and serum of the patient), a tablet attached to it a specific therapeutic and prophylactic drugs, a set of drugs used for the correction of microflora of the intestine, therapy of esherichiosis.

Topic 19. Microbiology of typhoid fever, paratyphoid fever and 
food toxicoinfections. Microbiology of cholera
The type of training session is a practical lesson.
Goal: To study the principles of laboratory diagnostics, specific therapy and prevention of typhoid and paratyphoid fever, food toxicoinfections, and cholera.
Lesson plan
№n/a number	Stages and content of the lesson	
1	Organizational moment.
Declaring the topic and purpose of the lesson.
Motivational moment (relevance of studying the topic of the lesson)	
2	Input control, updating of reference knowledge, skills (testing, sets of test tasks are given in the feedback form)	
3	The main part of the training session.
1. Verification of students ' independent work performance (the task for independent work is presented in the feedback form)
2. Mastering the educational material: studying the etiology, epidemiology and pathogenesis of typhoid fever, paratyphoid fever, food toxicoinfections and cholera. Mastering the basic methods of laboratory diagnostics of typhoid fever, paratyphoid fever, food toxicoinfections (salmonellosis), cholera. Solving issues related to specific prevention of typhoid fever, food toxicoinfections (salmonellosis) and cholera.
2.1. Consolidation of theoretical material: educational discussion, illustration, demonstration, explanation, laboratory and practical exercises, control and correctional conversation on the issues presented in the feedback form.
2.2. Development of practical skills (practical tasks are presented in the feedback form)
1. to Consider the schemes of laboratory diagnostics of typhoid, paratyphoid, PTI and cholera.
2. conduct bacteriological and serological methods for the diagnosis of Salmonella infection and evaluate the specific prevention of typhoid fever.
3. Evaluate the result of a bacteriological diagnostic method to confirm the diagnosis of cholera.	
4	Final part of the lesson:
1. summing up the lesson results;
2. Making current grades in the training journal;
3. Task for independent training of students. 
3.1. Solving a problem-situation problem presented in the feedback form.
3.2. Fill in the table: "Specific drugs for the diagnosis of zoonotic infections", presented in the feedback form.	
Learning tools: 
- didactic: tables, diagrams;
- material and technique: chalk white and color, Board, fluorescent lighting (individual), microreport pure culture bruchnotifozna (partyfotos) coli or Salmonella pathogens PETIT, the vial with the growth of pure cultures of 0.7% agar (definition of mobility), the vial with the growth of pure culture slant agar, tablet with the results of ENTEROtest, a set of diagnostic anoreceptive O-, N-and serum tubes with reaction Vidal with three diagnostics, tablet fixed specific treatment-and-prophylactic drugs used in Salmonella infections, microreport pure culture of Vibrio cholerae; a tablet with the results of ENTEROtest for biochemical identification of Vibrio; the growth of colonies of Vibrio cholerae on a dense nutrient medium; the result of the determination biovar Vibrio cholerae (bacterial growth on the medium with polymyxin b; the result of the reaction with diagnostic phages "El tor" and "(classic)"; the reaction of hemagglutination of chicken erythrocytes and hemolysis of sheep red blood cells; the result of the reaction Voges-Proskauer); diagnostic monoreceptor sera for setting the agglutination reaction on glass.

Topic 20. Microbiology of zoonotic infections
The type of training session is a practical lesson.
Goal: Master the methods of bacteriological diagnostics, specific prevention and therapy of zoonotic infections.
Lesson plan
№n/a number	Stages and content of the lesson	
1	Organizational moment.
Declaring the topic and purpose of the lesson.
Motivational moment (relevance of studying the topic of the lesson)	
2	Input control, updating of reference knowledge, skills (testing, sets of test tasks are given in the feedback form)	
3	The main part of the training session.
1. Verification of students ' independent work performance (the task for independent work is presented in the feedback form)
2. Mastering the training material: Study of morpho-physiological properties of pathogens of zoonotic infections. Features of epidemiology, pathogenesis, and immunity in zoonotic infections. Mastering the principles and methods of evaluating the results of laboratory diagnostics of zoonotic infections. Solving issues of specific prevention and therapy of bacterial zoonoses.
2.1. Consolidation of theoretical material: educational discussion, illustration, demonstration, explanation, laboratory and practical exercises, control and correctional conversation on the issues presented in the feedback form.
2.2. Development of practical skills (practical tasks are presented in the feedback form)
1. to Consider the schemes of laboratory diagnostics of brucellosis, tularemia, plague, anthrax.
2. to Study the features of different methods of laboratory diagnosis of brucellosis.
3. Evaluate the result of a biological diagnostic method to confirm the diagnosis of anthrax.
4. Microscopy of the demonstration micropreparation " plague Bacillus in the organ»	
4	Final part of the lesson:
1. summing up the lesson results;
2. Making current grades in the training journal;
3. Task for independent training of students. Fill in the table: "Characteristics of spirochaetoses", provided in the feedback form.	
Learning tools: 
- didactic: tables, diagrams;
- material and technique: chalk white and color, Board, fluorescent lighting (individual), microreport pure cultures of Brucella; growth of Brucella in environments with Magenta, tinina and the formation of hydrogen sulfide by darkening filter paper soaked in a solution of acetate of lead (strip is laid under the cork of the vial with the growth of pure cultures of Brucella on a nutrient medium); a set of ingredients for the reaction of Hedderson (serum of the patient, Brucella antigen, saline, slides), a set of test tubes with the expanded result of the agglutination reaction of Wright, the growth of colonies of Bacillus anthracis culture medium with MPA (lion's mane), recording under low magnification of the microscope; microreport of lung tissue with the Bacillus of anthrax, forming the capsule, micropipet with a stick plague.

Topic 21. Microbiology of spirochetes
The type of training session is a practical lesson.
Goal: To study the principles of laboratory diagnostics, specific therapy and prevention of spirochaetosis.
Lesson plan
№n/a number	Stages and content of the lesson	
1	Organizational moment.
Declaring the topic and purpose of the lesson.
Motivational moment (relevance of studying the topic of the lesson)	
2	Input control, updating of reference knowledge, skills (testing, sets of test tasks are given in the feedback form)	
3	The main part of the training session.
1. Verification of students ' independent work performance (the task for independent work is presented in the feedback form)
1.	2. Mastering the training material: Etiology, epidemiology and pathogenesis of syphilis. Methods of laboratory diagnostics of syphilis in different periods of the disease. Reaction mechanismWasserman, its difference from the RSC. Etiology, epidemiology, laboratory diagnostics, specific therapy and prevention of leptospirosis.
2.1. Consolidation of theoretical material: educational discussion, illustration, demonstration, explanation, laboratory and practical exercises, control and correctional conversation on the issues presented in the feedback form.
2.2. Development of practical skills (practical tasks are presented in the feedback form)
1. Evaluate the diagnostic value of the reactionWasserman and RSC in the serological diagnosis of syphilis. 
2. to Evaluate the diagnostic significance of the serological method in the diagnosis of leptospirosis. 
3. Choose medications for specific prevention and treatment of leptospirosis.	
4	Final part of the lesson:
1. summing up the lesson results;
2. Making current grades in the training journal;
3. Task for independent training of students. Fill in the table: "Characteristics of rickettsioses", provided in the feedback form.	
Learning tools: 
- didactic: tables, diagrams;
- material and technical: white and colored chalk, blackboard, daylight lamps (individual), a tripod with two rows of test tubes, in which the absence or presence of hemolysis is visible in the corresponding dilutions. 1st row: study of blood serum of pregnant woman A. reactionВассерманаIn all dilutions, Wassermann's blood is positive (no hemolysis), and CSC in all dilutions is negative (presence of hemolysis). The 2nd row of test tubes corresponds to the analysis of pregnant women With: positive reactionsWasserman and RSC in all dilutions (no hemolysis), a tripod with two rows of test tubes, in which, depending on the dilution and the day of the study, the presence or absence of hemolysis is visible. The 1st row corresponds to the statement of RSC on the 8th day of the disease – the presence of hemolysis in all dilutions (no antibodies were detected). Row 2-RSC was performed on day 15: no hemolysis in serum dilutions 1\400, 1\800, 1\1600 (antibodies were detected in the titer 1 \ 1600).

Topic 22. Microbiology of rickettsiosis and chlamydia
The type of training session is a practical lesson.
Goal: To study the principles of laboratory diagnostics, specific therapy and prevention of rickettsiosis and chlamydia.
Lesson plan
№n/a number	Stages and content of the lesson	
1	Organizational moment.
Declaring the topic and purpose of the lesson.
Motivational moment (relevance of studying the topic of the lesson)	
2	Input control, updating of reference knowledge, skills (testing, sets of test tasks are given in the feedback form)	
3	The main part of the training session.
1. Verification of students ' independent work performance (the task for independent work is presented in the feedback form)
2. Mastering the training material: Morphological and biological distinctiveness of rickettsiae. Features of cultivation. Classification of rickettsiosis according to P. F. Zdrodovsky. Pathogenesis, laboratory diagnostics and prevention of major rickettsioses. Chlamydia, morphobiological properties. Epidemiology, pathogenesis, laboratory diagnostics of chlamydia. 
2.1. Consolidation of theoretical material: educational discussion, illustration, demonstration, explanation, laboratory and practical exercises, control and correctional conversation on the issues presented in the feedback form.
2.2. Development of practical skills (practical tasks are presented in the feedback form)
1. to Evaluate the results of RSC in the serological diagnosis of typhus.
2. to Evaluate the diagnostic value of rpga in the serological diagnosis of the diseaseBrill.
3. to Study specific drugs for the diagnosis and prevention of rickettsiosis.	
4	Final part of the lesson:
1. summing up the lesson results;
2. Making current grades in the training journal.	
Learning tools: 
- didactic: tables, diagrams;
- material and technical: white and colored chalk, blackboard, daylight lamps (individual), a tripod with two rows of test tubes, in which, depending on the diagnosticum and serum dilution, the presence or absence of hemolysis is visible. 1st row-diagnosticum R.Provachek-antibodies were detected in the titer 1/800, 2nd row-diagnosticum R.Muz-antibodies were detected in a titer of 1/100, a tablet with two rows of wells, in which, depending on the diagnosticum and serum dilution, the presence of hemagglutination or a red blood cell precipitate in the form of a "button"is visible. 1st row-diagnosticum R.Provacheka-antibodies were detected in the titer 1/2000; 2nd row-diagnostikum R.Musera-antibodies were not detected.

Topic 23. Final lesson " Private bacteriology»
The type of training session is a practical lesson.
Goal: Monitoring of knowledge and practical skills of module 5 "Private bacteriology".
Lesson plan
№n/a number	Stages and content of the lesson	
1	Organizational moment.
Declaring the topic and purpose of the lesson.	
2	The main part of the training session.
1. Control of knowledge and practical skills of module 5 "Private bacteriology»
1.1. Testing. Sets of test tasks are listed in the feedback form.
1.2. Oral survey of theoretical material. Questions are submitted in the feedback form.
1.3. Control of practical skills. 
1. The list of tested practical skills is presented in the feedback form. 
2. list of situational tasks (options for tasks are given in the feedback form)	
3	Final part of the lesson:
1. Making current grades in the academic journal
2. Task for independent training of students. Fill in the table:"Conditionally pathogenic microorganisms, pathogens of opportunistic infections", presented in the FOS.	
Learning tools: 
- didactic: tables, diagrams;
- material and technical: yolk-salt agar (HSA), blood agar, antilysozyme activity (ALA), medium ENDO, WednesdayPloskireva, phagotyping, antibioticogram, reactionVidal, staphytest, ENTEROtest, precipitation reaction for determining the toxigenicity of diphtheria Bacillus, reactionWasserman, complement binding reaction (CSC), a set of specific diagnostic and therapeutic drugs.

Module 6. Clinical Microbiology

Topic 24. Opportunistic infections. Opportunistic bacteria are pathogens of endogenous diseases. Nosocomial infections
The type of training session is a practical lesson.
Goal: To study the role of the main groups of opportunistic microorganisms (UPM) in human pathology and to determine the features of etiology, epidemiology, laboratory diagnostics and treatment of hospital infections.
Lesson plan
№n/a number	Stages and content of the lesson	
1	Organizational moment.
Declaring the topic and purpose of the lesson.
Motivational moment (relevance of studying the topic of the lesson)	
2	Input control, updating of reference knowledge, skills (testing, sets of test tasks are given in the feedback form)	
3	The main part of the training session.
1. Verification of students ' independent work performance (the task for independent work is presented in the feedback form)
2. Mastering the training material: To study the role of the main groups of opportunistic microorganisms (UPM) in human pathology. Mastering the basic methods of laboratory diagnostics of mixed infections caused by UPM. Study of specific therapeutic and prophylactic drugs for opportunistic diseases. Determination of the etiology, epidemiology, laboratory diagnostics, and treatment of hospital-acquired infections.
2.1. Consolidation of theoretical material: educational discussion, illustration, demonstration, explanation, laboratory and practical exercises, control and correctional conversation on the issues presented in the feedback form.
2.2. Development of practical skills. Practical tasks are presented in the feedback form.
1. Study the table "Mechanisms and ways of transmission of infectious diseases".
2. Master the skill of bacteriological diagnosis of urinary tract infection. 
3. to Determine the diagnostic criteria of hospital strains for the diagnosis of VBI.	
4	Final part of the lesson:
1. summing up the lesson results;
2. Making current grades in the training journal;
3. Task for independent training of students. Fill in the table:"Drugs used to correct dysbiosis", presented in the feedback form.	
Learning tools: 
- didactic: tables, diagrams;
- material and technical: white and colored chalk, blackboard, test tube with test material, medium ENDO and blood agar with culture growth, test systems and tables for recording the results of biochemical identification; Petri dish with the growth of cultures with antilysozyme activity; set of micro-preparations: pure culture S. epidermidis, E. coli, E. agglomerans.

Topic 25. Microbiocenoses of the most important biotopes of the human body. Dysbiosis
The type of training session is a practical lesson.
Goal: Master the methods of bacteriological diagnostics, prevention and treatment of dysbiosis.
Lesson plan
№n/a number	Stages and content of the lesson	
1	Organizational moment.
Declaring the topic and purpose of the lesson.
Motivational moment (relevance of studying the topic of the lesson)	
2	Input control, updating of reference knowledge, skills (testing, sets of test tasks are given in the feedback form)	
3	The main part of the training session.
1. Verification of students ' independent work performance (the task for independent work is presented in the feedback form)
2. Mastering the training material: Study of the quantitative and qualitative composition of the normal microflora of the most important biotopes of the human body, its significance for the macroorganism. Mastering the basic methods of laboratory diagnostics дисбиозаof intestinal dysbiosis and the principles of its correction.
2.1. Consolidation of theoretical material: educational discussion, illustration, demonstration, explanation, laboratory and practical exercises, control and correctional conversation on the issues presented in the feedback form.
2.2. Development of practical skills. Practical tasks are presented in the feedback form.
1. Master the skill of bacteriological diagnosis of intestinal dysbiosis.
2. To study bacterial biological preparations for correction of dysbiotic intestinal conditions.	
4	Final part of the lesson:
1. summing up the lesson results;
2. Making current grades in the training journal;
3. Task for independent training of students. 
3.1. Solving a problem-situation problem presented in the feedback form.
3.2. Fill in the table: "Preparations for the diagnosis, treatment and specific prevention of anaerobic infections", presented in the feedback form.	
Learning tools: 
- didactic: tables, diagrams;
- material and technical: white and colored chalk, blackboard, 1 tripod per option (in each 10 test tubes-6 test tubes with Phys.fecal dilution solution and 4-with mediumBactofoc), sterile pipettes, spatulas, cups with media ENDO, blood agar, yolk-salt agar, Candida agar, WednesdayBactofoc and Petri dishes with grown colonies on media: (Endo, blood agar, yolk-salt agar, Candidaagar); WednesdayBactofoc with the growth of bifidobacteria; test systems and tables for recording the results of biochemical identification; a set of micro-preparations (Escherichia coli, Klebsiella pneumoniae, Staphylococcus aureus, Bifidobacterium bifidum, Candida albicans), a set of drugs used for the correction and prevention of dysbiosis. 

Topic 26. Microbiology of anaerobic infections
The type of training session is a practical lesson.
Goal: To find out the features of the etiology and pathogenesis of clostridial and non-clostridial infections and to master the ability to evaluate the results of laboratory diagnostics of tetanus, botulism, gas infection and non-clostridial anaerobic infection.
Lesson plan
№n/a number	Stages and content of the lesson	
1	Organizational moment.
Declaring the topic and purpose of the lesson.
Motivational moment (relevance of studying the topic of the lesson)	
2	Input control, updating of reference knowledge, skills (testing, sets of test tasks are given in the feedback form)	
3	The main part of the training session.
1. Verification of students ' independent work performance (the task for independent work is presented in the feedback form)
2. Mastering the training material: Features of the etiology and pathogenesis of clostridial and non-clostridial infections. To evaluate the results of laboratory diagnostics of tetanus, botulism, gas infection and nexlostridial anaerobic infection. Solving problems of specific prevention and treatment of tetanus, botulism, gas gangrene and non-clostridial anaerobic infection.
2.1. Consolidation of theoretical material: educational discussion, illustration, demonstration, explanation, laboratory and practical exercises, control and correctional conversation on the issues presented in the feedback form.
2.2. Development of practical skills. Practical tasks are presented in the feedback form.
1. to Study the schemes of laboratory diagnostics of botulism, tetanus, gas gangrene and non-clostridial anaerobic infections.
2. using the Express method to detect exotoxins of gas gangrene pathogens in the test material.
3. to Study the bacteriological method of diagnosis of non-clostridial anaerobic infection.	
4	Final part of the lesson:
1. summing up the lesson results;
2. Making current grades in the training journal;
3. Task for independent training of students. Fill in the table: "Pathogens of mycoses", presented in the feedback form.	
Learning tools: 
- didactic: tables, diagrams;
- material and technical: white and colored chalk, a Board, a 96-well round-bottom plate for immunological reactions, where the results of rpga are given; micro-preparation of wound exudate (large gram-positive rods, white blood cells), micro-preparation from the test material (peritoneal exudate) containing gram-negative rods and white blood cells; anaerostat with Gazpack packages. Shedler agar medium Cup with 5% mutton blood and vitamin K, colony b growth Cup .  fragilis on Schaedler agar, агаромa bile-and-bile-growth agar test tube. fragilis (bacteroids resistant to bile), test tubes with culture growth In. fragilis on a medium with kanamycin (bacteroids are resistant to kanamycin), placed in an anaerostat. Also available microreport from the colonies grown on the environment Sadler-agar in anaerobic conditions; microreport pure cultures of Bacteroides fragilis; a vial of blood agar no growth culture test for aerotolerant (when cultured in atmospheric conditions anaerobic bacteria on blood agar will not grow); andAerotest to evaluate the ability of Bacteroides to ferment various substrates; tables for recording the results of studies of the biochemical properties of pure cultures with the use of anartist.

Topic 27. Medical Mycology. Fungi as pathogens of opportunistic infections
The type of training session is a practical lesson.
Goal: To study the etiology, epidemiology, pathogenesis, methods of laboratory diagnostics, principles of prevention, treatment of major human mycoses and implementation of theknowledge module 6 "Clinical Microbiology".
Lesson plan
№n/a number	Stages and content of the lesson	
1	Organizational moment.
Declaring the topic and purpose of the lesson.
Motivational moment (relevance of studying the topic of the lesson)	
2	Input control, updating of reference knowledge, skills (testing, sets of test tasks are given in the feedback form)	
3	The main part of the training session.
1. Verification of students ' independent work performance (the task for independent work is presented in the feedback form)
2. Mastering the training material: Study of etiology, epidemiology, pathogenesis, methods of laboratory diagnostics, principles of prevention and treatment of major human mycoses. Knowledge control of module 6 " Clinical Microbiology»
2.1. Consolidation of theoretical material: educational discussion, illustration, demonstration, explanation, laboratory and practical exercises, control and correctional conversation on the issues presented in the feedback form.
2.2. Development of practical skills (practical tasks are presented in the feedback form) Conducting a mycological method for the diagnosis of candidiasis.
2.3. Knowledge control of module 6 "Clinical Microbiology" (testing, sets of test tasks are given in the feedback form)	
4	Final part of the lesson:
1. summing up the lesson results;
2. Summary of module 6 "Clinical Microbiology";
3. Making current grades in the training journal;
4. Task for independent training of students. Fill in the table: "virus Classification" provided in the feedback form.	
Learning tools: 
- didactic: tables, diagrams;
- material and technicalequipment: white and colored chalk, blackboard, tablet with Candidatest, micro-preparation with oral smear, Petri dish witho mediumCandida agar with the growth of white creamyх колоний Candida albicans colonies, a Petridish withlipolyticactivity, a table for recording the results of a study of the biochemical properties of pure culture using the Candida test.

Module 7. Virology

Topic 28. General Virology. Mechanisms of antiviral protection. Microbiology of smallpox
The type of training session is a practical lesson.
Goal: Master the basic methods of laboratory diagnostics of viral infections and learn how to practically solve issues of specific prevention and treatment of viral infections.
Lesson plan
 n/a number	Stages and content of the lesson	
1	Organizational moment.
Declaring the topic and purpose of the lesson.
Motivational moment (relevance of studying the topic of the lesson)	
2	Input control, updating of reference knowledge, skills (testing, sets of test tasks are given in the feedback form)	
3	The main part of the training session.
1. Verification of students ' independent work performance (the task for independent work is presented in the feedback form)
2. Mastering the educational material: Morphology and physiology of viruses, features of the pathogenesis of viral infections and mechanisms of antiviral immunity. Practical use of the "antigen-antibody" system in Virology, specific prevention and therapy (vaccines and sera for viral infections)
2.1. Consolidation of theoretical material: educational discussion, illustration, demonstration, explanation, laboratory and practical exercises, control and correctional conversation on the issues presented in the feedback form.
2.2. Development of practical skills. Practical tasks are presented in the feedback form. 
1. Study the scheme-table "Features of virus-cell interaction".
2. Study the scheme-table "Mechanisms of antiviral immunity".
3. Study the scheme-table "Principles of practical use of the antigen-antibody system in the diagnosis of viral infections".
4. Study the table "methods of virus cultivation" and "methods of infection of chicken embryo".
5. to Evaluate the results of viroscopic and virological methods of diagnosing smallpox, reproduction of CPD in cell culture and its neutralization;
6. Carry out virological diagnostics of an infectious disease, reproduction of an experimental infection on a chicken embryo;
7. to Study specific drugs for laboratory diagnostics, treatment and prevention of viral infections.	
4	Final part of the lesson:
1. summing up the lesson results;
2. Making current grades in the training journal;
3. Task for independent training of students. Fill in the table: "Preparations for specific prevention and diagnosis of respiratory viral infections", presented in the feedback form.	
Learning tools:
- didactic: tables, diagrams;
- material and technical: white and colored chalk, blackboard, micro-preparation from vesicles stained by the Morozov-pashen method; cell culture in vials damaged and undamaged by the cytopathic action of the virus, egg with a chicken embryo, syringe, virus-containing liquid, alcohol lamp, ethyl alcohol, paraffin, pipettes, tweezers, scissors; for work on the detection and identification of the virus: chicken embryo killed by smallpox virus, test tubes with specific immune serum, red blood cells, saline solution.

Topic 29. Microbiology of acute respiratory viral infections (ARVI) and arbovirus infections
Type of training session - practical lesson.
Goal: Master the basic methods of laboratory diagnostics of respiratory viral and arbovirus infections and learn how to practically solve issues of specific prevention and treatment of acute respiratory viral infections and arbovirus infections.
Lesson plan
n/a number	Stages and content of the lesson	
1	Organizational moment.
Declaring the topic and purpose of the lesson.
Motivational moment (relevance of studying the topic of the lesson)	
2	Input control, updating of reference knowledge, skills (testing, sets of test tasks are given in the feedback form)	
3	The main part of the training session.
1. Verification of students ' independent work performance (the task for independent work is presented in the feedback form)
2. Mastering the educational material: Morphology and physiology of respiratory viruses, features of the pathogenesis of ARVI, arbovirus infections and mechanisms of antiviral immunity, practical use of the "antigen-antibody" system in the diagnosis of ARVI, arbovirus infections, specific prevention and therapy.
2.1. Consolidation of theoretical material: educational discussion, illustration, demonstration, explanation, laboratory and practical exercises, control and correctional conversation on the questions presented in the feedback form.
2.2. Development of practical skills. Practical tasks are presented in the feedback form.
1. to Study the scheme of laboratory diagnostics of influenza and tick-borne encephalitis.
2. to Study the scheme of the antigenic structure of the influenza virus.
3. perform serological diagnostics of influenza; tick-borne and Japanese encephalitis;
4. to Study drugs for specific diagnosis, therapy and prevention of acute respiratory viral infections and arbovirus infections.	
4	Final part of the lesson:
1. summing up the lesson results;
2. Making current grades in the training journal;
3. Task for independent training of students. Fill in the table: "Preparations for specific prevention and diagnosis of respiratory viral infections", presented in the feedback form.	
Learning tools:
- didactic: tables, diagrams;
- material and technical: white and colored chalk, a blackboard, a tablet with RHA for diagnosing influenza, a tablet with RHA for studying the presence of antibodies in the patient's serum to tick-borne and Japanese encephalitis viruses, a set of specific drugs for the diagnosis, therapy and prevention of arbovirus infections.

Topic 30. Microbiology of viral hepatitis
Type of training session - practical lesson.
Goal: To find out morphological features of VH pathogens, epidemiology, pathogenesis, and immunity of enteral and parenteral viral hepatitis. Master the basic methods of laboratory diagnostics and learn how to solve practical problems in the specific prevention and treatment of viral hepatitis.
Lesson plan
n/a number	Stages and content of the lesson	
1	Organizational moment.
Declaring the topic and purpose of the lesson.
Motivational moment (relevance of studying the topic of the lesson)	
2	Input control, updating of reference knowledge, skills (testing, sets of test tasks are given in the feedback form)	
3	The main part of the training session.
1. Verification of students ' independent work performance (the task for independent work is presented in the feedback form)
2. Mastering the training material: Enteral and parenteral viral hepatitis (morphology of pathogens, features of epidemiology, pathogenesis, laboratory diagnostics, specific therapy and prevention).
2.1. Consolidation of theoretical material: educational discussion, illustration, demonstration, explanation, laboratory and practical exercises, control and correctional conversation on the questions presented in the feedback form.
2.2. Development of practical skills. Practical tasks are presented in the feedback form.
1. to Study ELISA for the diagnosis of viral hepatitis A.
2. Evaluate and sketch the result of PCR diagnostics of hepatitis b virus.
3. Evaluate the results of laboratory diagnostics of hepatitis b virus.	
4	Final part of the lesson:
1. summing up the lesson results;
2. Making current grades in the training journal;
3. Task for independent training of students. Fill in the table: "Preparations for specific prevention and diagnosis of respiratory viral infections", presented in the feedback form.	
Learning tools:
- didactic: tables, diagrams;
- material and technical: white and colored chalk, blackboard, ELISA tablet for serological diagnosis of viral hepatitis A, ELISA tablets for serological (detection of at) and Express (detection of AH) diagnostics of hepatitis B, PCR analysis result.

Topic 31. Microbiology of intestinal viral infections
Type of training session - practical lesson.
Goal: To find out morphological features of pathogens of enterovirus infections. Master the basic methods of laboratory diagnostics of enterovirus infections. Learn how to solve practical problems related to specific prevention and treatment of intestinal viral infections.
Lesson plan
n/a number	Stages and content of the lesson	
1	Organizational moment.
Declaring the topic and purpose of the lesson.
Motivational moment (relevance of studying the topic of the lesson)	
2	Input control, updating of reference knowledge, skills (testing, sets of test tasks are given in the feedback form)	
3	The main part of the training session.
1. Verification of students ' independent work performance (the task for independent work is presented in the feedback form)
2. Mastering the training material: Poliomyelitis, Coxsackie and esno enterovirus infections, rotavirus infections(morphology of the pathogen, features of epidemiology, pathogenesis, laboratory diagnostics, specific therapy and prevention).
2.1. Consolidation of theoretical material: educational discussion, illustration, demonstration, explanation, laboratory and practical exercises, control and correctional conversation on the questions presented in the feedback form.
2.2. Development of practical skills. Practical tasks are presented in the feedback form.
1. to Study the schemes of laboratory diagnostics of poliomyelitis, Coxsackie's infection and esno.
2. Evaluate the result of virological diagnosis of poliomyelitis (isolation and identification of the virus in the plaque formation reaction);
3. to Study serological diagnostics of Coxsackie and esno infections;
4. to Study drugs for specific diagnosis and prevention of intestinal viral infections.	
4	Final part of the lesson:
1. summing up the lesson results;
2. Making current grades in the training journal;
3. Task for independent training of students. Fill in the table: "Preparations for specific prevention and diagnosis of respiratory viral infections", presented in the feedback form.	
Learning tools:
- didactic: tables, diagrams;
- material and technical: white and colored chalk, blackboard, vials with tissue culture for recording the plaque formation reaction set for isolating the polio virus and vials with tissue culture for recording the plaque formation delay reaction for identifying the polio virus, test tubes for recording a color sample for detecting antibodies in the patient's blood serum to viruses that cause Coxsackie and esno infections, a set of drugs for specific diagnosis and prevention of viral intestinal infections.

Topic 32. Microbiology of slow viral infections
Type of training session - practical lesson.
Goal: Find out the epidemiology, basic methods of laboratory diagnostics and therapy of slow infections.
Lesson plan
n/a number	Stages and content of the lesson	
1	Organizational moment.
Declaring the topic and purpose of the lesson.
Motivational moment (relevance of studying the topic of the lesson)	
2	Input control, updating of reference knowledge, skills (testing, sets of test tasks are given in the feedback form)	
3	The main part of the training session.
1. Verification of students ' independent work performance (the task for independent work is presented in the feedback form)
2. Mastering the training material: Definition of the concept of "Slow infections". HIV infection, rabies, diseases caused by prions (morphology of the pathogen, epidemiology, pathogenesis, laboratory diagnostics, specific prevention).
2.1. Consolidation of theoretical material: educational discussion, illustration, demonstration, explanation, laboratory and practical exercises, control and correctional conversation on the questions presented in the feedback form.
2.2. Development of practical skills. Practical tasks are presented in the feedback form.
1. to Study the schemes of laboratory diagnostics of rabies.
2. Master the method of evaluating the results of serological diagnostics of HIV infection (ELISA);
3. Master the method of evaluating the results of serological diagnostics of HIV infection (immune blotting);
4. Evaluate the result of a microscopic method for diagnosing rabies;
5. to Study drugs for specific diagnosis and prevention of rabies.	
4	Final part of the lesson:
1. summing up the lesson results;
2. Making current grades in the training journal;
3. Task for independent training of students. Fill in the table: "Preparations for specific prevention and diagnosis of respiratory viral infections", presented in the feedback form.	
Learning tools:
- didactic: tables, diagrams;
- material and technical: white and colored chalk, a blackboard, an immune blott kit (for detecting at to individual HIV-1 proteins) and strips of subjects for serological diagnosis of HIV infection ( " + " , " - "-doubtful results and strips with control sera K" - "and K"+"), an ELISA tablet for serological diagnosis of HIV infection, an ammonium horn micropreparation from the brain of a dead dog with Babesha - Negri corpuscles, a microscope, a set of drugs for specific diagnostics of HIV infection.diagnostics and prevention of slow viral infections.

Topic 33. Final lesson «Virology».
Type of training session - practical lesson.
Goal: Monitoring of knowledge and practical skills of module 7 «Virology».
Lesson plan
n/a number	Stages and content of the lesson	
1	Organizational moment.
Declaring the topic and purpose of the lesson.
Motivational moment (relevance of studying the topic of the lesson)	
2	The main part of the training session.
1. Control of knowledge and practical skills of module 7 «Virology»
1.1. Testing (sets of test tasks are listed in the feedback form)
1.2. Oral survey of theoretical material (questions are submitted in the feedback form)
1.3. control of practical skills (the list of tested practical skills is provided in the feedback form)	
3	Final part of the lesson:
1. Making current grades in the academic journal.	
Learning tools:
- didactic: tables, diagrams;
- material and technical aspects: a set of immune Blotts (for detecting at to individual HIV-1 proteins) and strips of subjects for serological diagnosis of HIV infection ( " + " , " - "- doubtful results and strips with control sera K" -" and K"+"), a tablet with ELISA for serological diagnosis of HIV infection, a tablet with RHA for the diagnosis of influenza, a set of drugs for specific diagnosis and prevention of viral infections.