THE CONCEPT OF MANAGERIAL PROFESSIONAL COMPETENCE OF A PHD STUDENT IN THE FIELD OF «HEALTH CARE AND SOCIAL WELFARE» WITHIN THE COMPETENCE-BASED PEDAGOGICAL APPROACH

Abstract

The article examines the concept of managerial professional competence of the PhD students in the field of “Health Care and Social Welfare” within the competence-based pedagogical approach. It highlights that the current development of medical science and healthcare practice requires PhD students not only to possess advanced theoretical knowledge, but also to demonstrate the ability to solve complex scientific and clinical problems, communicate effectively in an interdisciplinary environment, and manage research processes. Professional competence is defined as a comprehensive characteristic of a PhD student’s professional readiness, which reflects the ability to conduct a full research cycle, from problem formulation and critical analysis of contemporary biomedical challenges to obtaining results and implementing them into healthcare practice.The study substantiates that professional competence consists of four interrelated groups of competencies: research, clinical, communicative, and a managerial. Particular attention is given to a managerial competence as the PhD student’s ability to lead the research process within a scientific or clinical team, coordinate participants’ activities, carry out strategic planning, and ensure effective interaction with structural units and external partners. Based on the analysis of scholarly literature, a multi-component model of managerial competence is proposed, comprising cognitive, strategic, operational- activity, leadership, organizational-analytical, communicative, value-motivational, and reflective components. Each component may develop at a high, medium, or low level, and insufficient development of two or more components significantly decreases the doctoral student’s productivity and the effectiveness of research work. The proposed approach provides a comprehensive basis for evaluating the professional readiness of PhD students and outlines key directions for the improvement of educational and research programs in the fields of health care and social welfare.