Affiliation:
1. Orenburg State Medical University
2. Erisman Federal Scientific Center of Hygiene
Abstract
Aim. Rationale of the individual typological approach in the analysis of the body function of medical students.Material and methods. In students with moderate (Group I) and high (II Group) dominance of central regulation, with moderate (III Group) and high (IV Group) predominance of autonomous regulation, a comparative analysis of heart rate variability parameters, the functional state of the myocardium and the central nervous system was carried out.Results. We found that 53,3% of group III students had no deviations in myocardial function. There were the maximum values of nervous response stability (2,0 [1,5-2,3] units) and functional capability of the nervous system (3,3, [2,7-3,5] units) relative to students of other groups, as well as the formation of normal and slightly reduced mental performance (93,6%), satisfactory biological adaptation (33,3%). In group II students, relative to group III students, there were an increase in the "myocardium" index by 1,2 times, "rhythm" index by 1,8-1,9 times, T wave alternans by 1,3 times and myocardial electrical instability by 2 times, as well as a decrease in nervous system stability by 2,5 times, its functionality by 1,7 times, the formation of reduced performance (55,6%) and unsatisfactory biological adaptation (35,2%). In group IV students, the functional state was characterized by heart rhythm dysregulation (94,1%), borderline myocardial function deviations (76,5%), and a 1,7-fold decrease in nervous reaction stability and 1,3-fold decrease functional capability of the nervous system relative to group III students, reduced performance (38,5%) and unsatisfactory biological adaptation (58,8%).Conclusion. Differentiation of students depending on the individual typological characteristics of the autonomic heart rate regulation makes it possible to identify students at risk with a pronounced dominance of autonomous and central heart rate regulation, which becomes the starting point for the implementation of differentiated methods of wellness education.
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