FACTORS CONTRIBUTING TO FORMATION OF A DOCTOR’S NEGATIVE COMMUNICATIVE MINDSET IN CONTEMPORARY UKRAINE AND THEIR CORRECTION

Abstract

The article addresses the issue of the formation and manifestation of a negative communicative mindset in physicians in the context of current realities, particularly under wartime conditions in Ukraine. It highlights that the key period for the development of communicative negativism is the stage of undergraduate training, when the personality of a future specialist is still being formed. A negative communicative mindset in a healthcare professional is defined as an internal disposition that manifests itself in professional behavior through emotional detachment, distrust of the patient, reactivity, authoritarianism, or passivity in communication. The article analyzes typical manifestations of such a mindset, including verbal aggression, avoidance of dialogue, devaluation of the patient’s emotions, ignoring, lack of eye contact, silence, or, conversely, excessive directiveness. It is emphasized that these manifestations are typically the result of internal conflicts, psycho-emotional exhaustion, and a low level of empathy, but also stem from insufficient attention to the development of communicative competence during undergraduate education. The full-scale war in Ukraine has significantly intensified the stress factors that contribute to the formation of a negative mindset. The article identifies key factors leading to the emergence of a negative communicative attitude: chronic stress, a lack of emotional intelligence and empathy, absence of experience in constructive communication, and the undervaluation of communicative skills in the medical profession. The article outlines possible approaches to correcting this mindset within medical higher education institutions. These include the implementation of training sessions on emotional intelligence development, self-reflection and self-regulation practices, simulation of complex doctor-patient communication scenarios, creation of a psychologically safe educational environment, clinical mentorship, and reflective analysis of communication experiences. The integration of psychopreventive and educational programs into the structure of undergraduate medical education is substantiated as an effective strategy for shaping a positive communicative mindset in future physicians.