SCIENTIFIC AND METHODOLOGICAL PRINCIPLES OF FORMING FOREIGN MEDICAL STUDENTS’ READINESS TO OVERCOME COMMUNICATION BARRIERS IN PROFESSIONAL COMMUNICATION
DOI:
https://doi.org/10.35433/pedagogy.2(113).2023.141-149Keywords:
professional competence, professional readiness, professional training, medical students, foreign students, professional communication, communication barriersAbstract
The academic paper is devoted to studying scientific and methodological principles ensuring effective training of foreign medical students to overcome communication barriers in professional communication. It has been revealed that readiness for professional communication is a component of the professional readiness of future healthcare professionals. Three interrelated levels of communicative interaction at which professional communication of foreign medical students takes place are identified: linguistic, paralinguistic, and non-verbal. It is noted that the communication of foreign students of medical specialties is characterized by the presence of linguistic, ethnic and discursive communication barriers. It has been determined that the primary objective of instructing foreign medical students to surmount communication barriers within professional discourse is to cultivate their requisite preparedness. The author’s definition of the readiness of foreign students of medical specialties to overcome communication barriers in professional communication as a complex personal and professional phenomenon, which is determined by their individual psychological characteristics and peculiarities of their professional activity, is given. It is substantiated that the readiness of foreign students of medical specialties to overcome communication barriers in professional communication is the result of their professional training and professional development. The motivational, cognitive, operational, and reflective components of the structure of foreign medical students' readiness to surmount communication barriers are delineated. The major components of educational and methodological support aimed at forming students’ readiness to overcome communication barriers in communication are identified, namely: orientation of language training towards the purposeful formation of readiness to overcome communication barriers and ensuring its continuity at all stages of education; formation of a system of foreign medical students’ professional-communicative social-perceptual qualities, which form the basis of relevant professional skills; establishment of an enriched communication environment in a medical higher education institution.
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