A TECHNOLOGY OF COMMUNICATIVE COMPETENCE DEVELOPMENT OF FUTURE DOCTORS IN THE PROCESS OF PROFESSIONAL TRAINING

Abstract

The article analyzed the problem of development of communicative competence of future doctors in the process of their professional training. The characteristic features of the physician communicative competent are distinguished.
 As a result of research, a peculiarity of communicators is highlighted. A slight percentage of the surveyed have quite significant personal problems that require long-term psychotherapeutic work, that should precede measures directly aimed to the development of their communicative competence.
 Models of communicative competence development are considered. It is presented a fairly a common feature, namely: competence in communication is understood as a result of quantitative accumulation of communication skills. It is assumed that at some point this number translates the person to a qualitatively new level of communicative behavior. Communicative skills are regarded as means of overcoming the drama of communication.
 The meaning of the training in the context of professional training of specialists are emphasized and substantiated.
 The basic training of communicative competence should be focused on developing the skills of active listening and regulation of emotional tension, since these skills allow to greatly solve the drama of communication.
 The logic scheme of the training is proposed based on the fact that the professional communication of a doctor is considered as a sequence of communication tasks of varying degrees of complexity. The task of the training was to correct the settings of participants regarding communication with people in general and patients in particular; development of abilities to action in unusual situations, forecasting the consequences of people's interaction. In accordance with these tasks, a meaningful group operation is highlighted.
 The implementation of the program included the use of various psychotechnical methods of work: exercises, rehearsal of behavior, situational and role-playing games, group discussions and discussions, bodily and motor techniques.