MODELING METHODS OF TEACHING PROFESSIONAL MEDICAL DISCOURSE FOR FUTURE DOCTORS

Abstract

This article analyzes the fundamental principles of teaching professional medical discourse to future physicians in light of contemporary language pedagogy, as well as the specifics of designing the corresponding methodology and its technological support. The paper presents the authors’ original developments aimed at addressing current challenges in forming communicative (discursive) skills among students of higher medical education within the framework of professionally oriented language training. Incorporating into the content and teaching approaches of language-cycle disciplines the trends established in the training of medical professionals presupposes an understanding of the specifics of a practicing physician’s future activities and the professionally significant communicative situations associated with them: research and learning activities, professional communication, and above all communication with healthcare recipients. The article is grounded in materials from an original scientific-pedagogical study devoted to the development and piloting of an experimental model for teaching professional discourse within the course «Ukrainian Language for Professional Purposes» and through the elective component «Professional Discourse in Medical Practice» for first-year students of medical specialties. The entire set of content elements in the aforementioned model is subordinated to the primary objective of the experimental work - forming in future physicians a system of linguistic-discursive knowledge and skills, as well as the experience and readiness to apply them in subsequent professional practice. The didactic model comprises theoretical-methodological, content-related, and diagnostic-evaluative blocks, which include methods, approaches, and principles, as well as the pedagogical conditions for implementing the methodology (forms and means of instruction, assessment measures and tools). The outcome of this work is reflected in the positive dynamics of the level of linguistic-discursive competence formation among future physicians.