PROFESSIONAL COMPETENCE OF FUTURE MEDICAL SPECIALISTS AS A PEDAGOGICAL PROBLEM

Abstract

The issue of professional competence of future specialists in the medical field as a pedagogical problem has been examined in the article. The concepts of "competence" and "competency" have been revealed; the meaning of the competence approach in modern education has been represented. The article provides an interpretation of the concepts of "competence" and "professional competence" by various scientists, and the professional competence of the future medical specialist as an integral system of key competencies: research, organizational and managerial, project, technological and pedagogical, which are realized through a number of organizational aspects, interpersonal communication, the ability to work with information and inform critical thinking necessary to solve typical and complex situational tasks of practical orientation.
The authors have drawn attention to the subtypes of professional competence of doctors such as functional, situational, intellectual and social, which in their totality ensure doctors’ readiness for practical activities and reflect the integrity of a person with high-quality professional training.
The article states that the professional competence of the future physician is a complex system that must be formed step by step from the acquisition and assimilation of theoretical knowledge to the formation of "a dynamic stereotype" of the implementation of practical skills. The importance of reflection of a physician for the implementation of effective practical activities and high-quality provision of qualified medical care has been emphasized. The authors focus attention on the role of students’ motivation, its importance for the formation of a doctor as a person, the existence of ethical and deontological relations in the team and the importance of communication between all participants in the medical and diagnostic process.
The article highlights the prospects for further research, which consist in further detailing the components of doctors’ professional competence, determining organizational and pedagogical conditions for their formation.