Psychological features of communicative competence in the structure of educational activities of medical students
Abstract
The article outlines the results of a theoretical and experimental study of psychological features of communicative competence in the structure of educational activities of future medical workers. In particular, it has been characterize the concept of «communicative competence». The sources of its formation and development in the process of personality ontogenesis are indicated. Direct interpersonal communication and indirect communication are singled out as factors that affect students' successful acquisition of the necessary skills for analyzing the characteristic features of various types of interpersonal interaction.
It has been substantiated the term «communicative competence of a medical student». It has been is indicated influence on the performance of educational and professional duties by future medical workers. It has been outlined the system of interconnected components of the communicative competence of medical students, which directly affects its effective formation in the process of personality training in a higher education institution and the success of activities. In particular, it has been argued that this process includes two closely interrelated aspects.
Firstly, the process of socialization, training and upbringing of an individual in an educational communicative environment, which is a key condition for the formation of future doctors as highly qualified, comprehensively developed specialists. Secondly, purposeful self-learning and self-education of students, which involve conscious personal development, including the means of social and psychological influence (corrective work, trainings, etc.).
With the help of empirical research, the hypothesis of scientific research was confirmed. A close connection between educational activities and the level of communicative competence of medical students was determined. Taking into account the received data, a psychological program for the development of students' communicative competence was selected and implemented, its effectiveness was confirmed with the help of repeated psychodiagnostics of future specialists and correlation analysis of the obtained results.
