PROBLEMS AND PROSPECTS OF COMMUNICATIVE COMPETENCE IN THE MEDICAL FIELD: EXPERIENCE OF USA
Creators: name: Liudmyla, Siryk
Publisher: name: Zenodo
Year: 2020
Subjects: communicative competence
competence
communicative education
holistic education strategies
communicative education programs
competent physician
CBME
комунікативна компетенція
компетентність
комунікативна освіта
цілісні стратегії освіти
програми комунікативної освіти
компетентний лікар

description: The changes that are so rapidly take place in the processes of intercultural integration and the expansion of the information and communication space increases the importance of communication in the social, professional and other spheres of life. During interaction, people develop and form interpersonal relationships, exchange of thoughts, feelings, experiences. Communicative competence, being an integral part of the communicative culture, is necessary for all professionals without exception, and for some of them it becomes a professionally significant personality trait. Increasing the role of communicative competence leads to an increase in the effectiveness of public administration, the establishment of dialogue as a priority form of interaction, the emergence of a morally mature personality. In the United States of America, the experience of communicative education is much richer than in other countries; the system of communicative education was being formed over several decades and was being based on various theoretical generalizations. Note that in the United States for over 20 years, there have been Institutes (Communicative Competence), especially in the health care system, and so American researchers have accumulated a wealth of material to analyze the processes of communication and how to broadcast this knowledge into educational programs. <strong>Purpose.</strong> 1. Identify the concept of “communicative competence in the United States”. 2. Identify the genesis of the content of communicative education at US universities. 3. Identify the foundations for creating holistic education strategies. <strong>Methods. </strong>The research methods that are included in the programs of communicative education (content analysis, questionnaires, mental communication cards, discourse analysis of texts) allow students to master qualitative methods for solving specific social problems. Methods of curricular didactics (S. Braslavsky, F.J. Bobbit, R. Tyler), where the main method will be the analysis of the formed integral elements of educational university programs. <strong>Results.</strong> It is researched that: 1) university education developed under the influence of understanding of education as a medium of scientific and professional communication. Saturation of the pedagogical theory of pragmatism in. In terms of democratic communication, the United States has largely defined universities' attention to developing models of communicative education; 2) the content of communicative education at US universities was shaped by the principles of liberalism and civic service that determine the policies and mission of American universities in society; 3) the practice of organizing communication education in modern US universities has different strategies: linear, at one of the traditional humanities faculties of universities; cluster, in the communication department of the university; 4) in US educational universities, all programs have a conceptual framework for teaching critical thinking and reflective analysis, which is the basic ideology of education. <strong>Conclusions. </strong>American universities demonstrate not only a factor of national sovereignty and confederation, but they are also a factor of international influence that influences the development of intercultural communication strategies in the work of universities. It is offered in two variants: as a separate program-specialization in communication or as courses, obligatory for specialists of different directions. <strong>ПРОБЛЕМИ ТА ПЕРСПЕКТИВИ КОМУНІКАТИВНОЇ КОМПЕТЕНТНОСТІ У МЕДИЧНІЙ ГАЛУЗІ: ДОСВІД США </strong> У статті розкрито сутність понять “комунікативна компетенція” та “комунікативна компетентність”. Визначено, які саме складові включено в поняття “бути компетентним лікарем”. З’ясовано основні принципи компетентності. Досліджено основні цілі, завдання та принципи CBME (медичної освіти на основі компетентностей). Доведено, в чому полягає ефективність використання комунікативної компетентності у медичній галузі зарубіжних країн. <strong>Мета дослідження</strong>. 1) виявити сутність поняття “комунікативна компетентність у США”; 2) виявити генезу формування змісту комунікативної освіти в університетах США; 3) виявити основи для створення цілісних стратегій освіти. <strong>Методи дослідження</strong>, які включені в програми комунікативного освіти (контент-аналіз, анкетні тексти, ментальні карти комунікацій, аналіз дискурсу текстів), дозволяють студентам освоїти якісні методи для вирішення конкретних соціальних завдань. Методи курикулярної дидактики (С.Браславски, Ф.Дж.Боббит, Р.Тайлер), де основним методом буде аналіз сформованих цілісних елементів освітніх університетських програм.
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