Model of the formation of intercultural competence of medical students in foreign language classes by means of active learning technologies

Abstract

It has been substantiated that a number of economic and geopolitical factors as the current humanitarian situation, the spread of infections beyond the borders of a single country, the growth of exports of medical services and medical tourism in Ukraine pose a specific task, namely, training of a specialist who doesn’t have only a high level of professional training but is also ready for fruitful activity in the conditions of a multicultural world space. The formation of this kind of professionalism of future doctors is becoming one of the primary tasks of a modern medical university. In this regard, a foreign language lesson is an integral part in the general theoretical model of the formation of intercultural competence. It is proposed that the intercultural competence of medical students should be considered as the ability to apply knowledge, skills, and abilities for fruitful professional activity, in order to achieve effective interaction with colleagues and patients of other cultures based on the principles of mutual respect and understanding. It has been established that the theoretical model of the formation of intercultural competence of students of a medical university in foreign language classes by means of active learning technologies contains the following blocks: target (focused on a social order, namely, on the need for medical specialists capable of working in a multicultural environment); content-organizational (content of competence, main directions of pedagogical activity and methodological principles of formation of intercultural competence); technological (pedagogical technologies for the formation of intercultural competence of students in a foreign language lesson, namely, active learning technologies; technologies for organizing students' independent work; technologies for conducting extracurricular thematic activities), evaluative (diagnostic criteria for the formation of the components of intercultural competence) and corrective (the result of modelling is exposed to analysis, which allows its correction in the process of pedagogical activity).