TEACHING COGNITIVE COMPONENT OF MANAGERIAL COMPETENCE TO MEDICAL PHD STUDENTS

Abstract

The article addresses the issue of teaching cognitive component of managerial competence to medical PHD students. The relevance of the topic is determined by the necessity for a medical PHD to apply managerial competence throughout the medical research. This includes planning research stages, coordinating interaction with supervisors, clinical sites, ethics committees, laboratories, statisticians, co-authors and journal editorial offices. The author interprets PhDs’ managerial competence as the capacity of a researcher to organize scientific activity purposefully, ethically and effectively within academic, regulatory, time, resource and communication constraints. The paper defines the key components of knowledge required for research management: conceptual and terminological, regulatory and ethical, methodological, organizational and procedural, communicative, digital and reflective. Special attention is paid to PhD students’ perceptions of research management as a process that includes goal setting, planning, selection of methods, risk management, academic integrity, evidence-based communication and responsible use of digital tools. The article proposes a typology of methods used to develop managerial competence in PhD training: theoretical and analytical methods, empirical methods, organizational and project-based methods, communicative and situational methods, digital methods, reflective methods and assessmentoriented methods. The paper includes practical exercises to consolidate knowledge and develop applied understanding: «Research Passport», «Stakeholder Map», «Risk Matrix», «Methodological Constructor», «Ethical Route of Research», «Publication Corridor» and «Declaration of Responsible AI Use». The article argues that the most effective model is a combined one, which includes both a dedicated course on research management and the cross-cutting integration of managerial elements into courses on methodology, biostatistics, academic writing, presentation of research results, academic integrity and professional communication