In recent years, increasing attention has been paid to the professional development of the individual. Communicative competence is one of the important factors in any specialist's professional success and an essential 21st-century skill. Higher medical education institutions also face the question of the need to study orientations and factors influencing professional self-determination, successful professional performance, and the formation of knowledge and skills for effective communicative interaction in future doctors.
The penetration of advanced technologies into healthcare, the widespread use of modern equipment, and the implementation of effective management principles require taking personal factors into account, both during professional training and throughout the entire career path of a medical professional. Today, there are sufficient grounds to consider the professional development of a working professional as a dual process that includes, on the one hand, the formation of a set of knowledge, skills, and abilities, and on the other, professionally significant personal psychological qualities. Unfortunately, the methodology of psychological support for a physician's personality at all stages of their professional development remains insufficiently developed.
When studying the performance efficiency of doctors, the primary focus is placed on the correlation between the development of professionally essential communicative qualities and professional knowledge. Higher medical education institutions face the task of studying orientations and factors that influence professional self-determination, successful professional practice, and the formation of knowledge and skills for effective communicative interaction among future doctors. Thus, studying the communicative competence of medical students during their university education is relevant in both theoretical and practical dimensions.
However, as psychologists note, qualification is merely a tool, the effectiveness of which depends on other aspects of the doctor's personality—in particular, their communicative competence (mastery of knowledge and skills) allowing them to express professionally competent judgments, evaluations, and opinions. Communication itself is understood as interaction and information transfer from person to person, serving as a specific form of human interaction in the course of their activity, carried out primarily through speech.
The communication process is essential for students' development, social well-being, and academic success. The need for communication lies in a person's strive to understand and evaluate others, and through them—and with their help—to achieve self-knowledge and self-assessment . Communicative competence is to some extent inherent in everyone; in many people, it develops spontaneously based on interpersonal communication experience directly within the conditions of their interaction. Being a product of collective activity, interpersonal experience is at the same time an individual achievement.
In scientific research, the communicative competence of a medical student appears as their personal characteristic and acts as an important means of their subjective integration into the educational system. Therefore, it is closely linked to students' level of satisfaction with learning and the success of their interaction with classmates and teachers, where emotional state and the manifestation of constructive conflict resolution skills play a significant role within overall professional competence.
Thus, communicative competence is one of the key components of professional training for specialists in subject-to-subject fields, which includes the medical profession. The better this professionally significant quality is developed in a future doctor, the more effective their communication with patients will be.
The expressiveness of a future doctor's communicative competence is mediated by their medical specialization profile.The communicative competence of future doctors across different specialties differs in the expressiveness of parameters characterizing the involvement of the communicative component in professional medical activity.
To reveal the essence of the communicative component in a future doctor's professional development more fully, it is necessary to continue studying the structural components of their communicative competence.
References:
1. Abaturov O. Ye., Ahafonova O. O. Experience of distance teaching for fourth-year students in medical universities of Ukraine during the COVID-19 pandemic. Child's Health. 2020. Vol. 15, No. 3. P. 201–203.
2. Ariaiev M. L., Kaplina L. Ye., Senkivska L. I., Pavlova V. V. First experience of distance learning in medical universities of Ukraine under COVID-19 quarantine conditions. Child's Health. 2020. Vol. 15, No. 3. P. 195–199.
3. https://notebooklm.google.com/notebook/4d8f970f-a83b-4a1d-ab29-cc58828cb36c/artifact/af4cb121-2a61-4d43-9679-82e46ca49e75?utm_source=nlm_web_share&utm_medium=google_oo&utm_campaign=art_share_2&utm_content=&utm_smc=nlm_ web_share_google_oo_art_share_2_
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