Педагогічні умови формування професійно-комунікативної культури майбутніх сімейних лікарів

Abstract

У дисертації на основі аналізу філософської, психологічної, педагогічної літератури розкрито зміст та особливості професійної комунікації сімейного лікаря. З’ясовано сутність і структуру професійно-комунікативної культури майбутніх сімейних лікарів, визначено критерії (мотиваційний, особистісно-ціннісний, когнітивний, практично-діяльнісний), показники та рівні її сформованості. Визначено й обґрунтовано педагогічні умови формування професійно-комунікативної культури майбутніх сімейних лікарів (засвоєння студентами професійних цінностей під час реалізації аксіологічного підходу; забезпечення когнітивної складової професійно-комунікативної культури засобами інформаційно-освітнього блогу; формування комунікативних умінь майбутніх сімейних лікарів у процесі застосування діалогових технологій навчання). Запропоновано модель формування професійно-комунікативної культури майбутніх сімейних лікарів. Розроблено власну методику реалізації педагогічних умов формування професійно-комунікативної культури майбутніх сімейних у процесі фахової підготовки.

В диссертации на основе анализа философской, психологической, педагогической литературы раскрыто содержание и особенности профессиональной коммуникации семейного врача. Определена сущность и структура профессионально-коммуникативной культуры будущих семейных врачей, определены критерии (мотивационный, личностно-ценностный, когнитивный, практически-деятельностный), показатели и уровни ее сформированности. Определены и обоснованы педагогические условия формирования профессионально-коммуникативной культуры будущих семейных врачей (усвоение студентами профессиональных ценностей в процессе реализации аксиологического подхода, обеспечение когнитивной составляющей профессионально-коммуникативной культуры средствами информационно-образовательного блога, формирование коммуникативных умений будущих семейных врачей в процессе применения диалоговых технологий обучения). Предложена модель формирования профессионально-коммуникативной культуры будущих семейных врачей. Разработана собственная методика реализации педагогических условий формирования профессионально-коммуникативной культуры будущих семейных в процессе их профессиональной подготовки.

Family doctors’ professional communication has been defined as the process of establishing and maintaining interpersonal contacts, which is carried out by verbal and non-verbal means of communication and aimed at the exchange of professional information and interaction management in family doctors’ practice. The features of family doctors’ professional communication have been determined. Future family doctors’ professional communicative culture has been defined as a complex dynamic personal formation which includes a system of humanistic and professional values, language competence, communicative and ethical knowledge, communicative skills and qualities, patterns of behaviour, norms and rules of professional communicative activity that are associated with professional peculiarities and provide high efficiency of family doctors’ professional activity. On the basis of the pedagogical theory and practical analysis, structure of future family doctors’ professional communicative culture has been determined. Criteria allowing to assess its level in medical students have been identified. They are motivational, value-personal, cognitive and practical ones. The motivational criterion reveals future family doctors’ motivation to improve professional communicative culture. The value-personal criterion defines the level of development of future family doctors’ communicative personal qualities and their value orientations. The cognitive criterion reflects the level of knowledge required for successful professional communication. The practical criterion shows the level of future family doctors’ communication skills mastering. Indicators of the relevant criteria have been determined. Three levels of future family doctors’ professional communicative culture development (high, medium and low) have been specified and described. Diagnostic tools have been chosen to study the state of future family doctors’ professional communicative culture. The pedagogical model of future family doctors’ professional communicative culture formation has been developed. It includes components that reveal the goal and objectives of this process, methodological approaches, general didactic and specific principles as well as didactic theories that are able to improve future family doctors’ professional communicative culture formation. The model also involves the components of the vocational education content, a set of pedagogical conditions that provide the formation of future family doctors’ professional communicative culture, methods for pedagogical conditions implementation, criteria and levels of future family doctors’ professional communicative culture formation, the final result of the simulated process. It has been determined that future family doctors’ professional communicative culture formation is more effective under the following pedagogical conditions: medical students acquire professional values in the process of axiological approach implementation; cognitive component of professional communicative culture is provided by means of educational blog; future family doctors’ communication skills are formed in the process of using dialogue learning technologies. Methods for implementation of pedagogical conditions of future family doctors’ professional communicative culture formation have been developed. The methods for implementation of the first pedagogical condition include the following steps: acquaintance with a professional value; perception and awareness of the professional value; acquiring of the professional value and its manifestation in medical students’ behaviour. Practical implementation of each step was carried out by adding of value-oriented texts to the Foreign Language discipline content; presentation, analysis and discussion of professional communication situations; group discussions and setting individual creative tasks. To implement the second pedagogical condition, English-language teacher’s educational blog devoted to the problem of doctors’ professional communicative culture has been created. It has been introduced in teaching Foreign Language and Professional Foreign Language. A set of dialogue methods which develop communication skills has provided the implementation of the third pedagogical condition. These methods include heuristic conversation, dialogue, joint project, brainstorming, role play, discussion and problem solution tasks. A pedagogical experiment has been conducted to evaluate the effectiveness of the pedagogical conditions and the model of future family doctors’ professional communicative culture formation. The results of the experiment revealed changes in the levels of professional communicative culture of the students from the experimental group, which confirmed the effectiveness of the pedagogical conditions and the model.