DEVELOPMENT OF COMMUNICATIVE COMPETENCE IN HIGHER MEDICAL EDUCATION SEEKERS AT THE HUMAN ANATOMY DEPARTMENT

Abstract

Abstract. The article is devoted to the problem of the communicative competence formation in students of a medical university when studying human anatomy. In modern conditions, in response to the reformation of medicine, a competence-based approach has been implemented in institutions of higher education, which will ensure the training of highly qualified specialists. Among the main competencies is communicative, which includes the ability of students to communicate orally and in writing in native and foreign languages and plays an important role in the training of a medical student, as well as in future professional activities. After all, a doctor must communicate effectively with patients, establish an empathic and trusting relationship with them, be able to listen carefully, ask appropriate questions, and explain medical information in an understandable language. At the same time, the medical employers communicate with colleagues both in the medical and scientific environment. Already in the first year of study, students, acquiring knowledge of human anatomy, master not only a significant amount of theoretical material, but also master the skills of effective communication, transfer of medical information, teamwork and joint solving of complex professional tasks. The use of communicative teaching methods at the department of human anatomy is also used in interactive forms, which plays an important role in shaping the future of a modern doctor. On this path, the teacher's role is to guide the student in the direction of verbal interpersonal communication during practical classes, delivering lectures both in classrooms and outside the classroom, in particular remotely. The experience and professional competences of teachers are aimed at teaching human anatomy and contribute to the development of students' communication skills in their professional growth. Active learning methods, such as role games, working in groups, discussing theoretical material, preparations and situational problems help students develop effective communication skills, allow them to gain experience interacting with different people and form effective communication strategies. The use of competent and expressive language, the knowledge of anatomical terminology during the discussion of theoretical material in classes and the characteristics of anatomical preparations ensure students' assimilation of new knowledge. The development of speaking skills helps to become confident and effective speakers, which is necessary both during studies and in professional activities. In the teaching of human anatomy, work with atlases, dummies, computer programs, and virtual models for visualization of anatomical structures must take place, which helps students better understand the topography, structure, and function of organs and systems of the human body. Such a comprehensive approach improves memorization and promotes the development of spatial representation. Visual materials complement the theoretical material, making learning more interesting and effective. Another important component in the formation of students' clinical thinking and their preparation for the Step-1 test is the solution of situational clinical problems, which require a combination of theoretical knowledge and practical skills. It helps to develop the skills of analysis and integration of information. Active discussion of such tasks not only contributes to the assimilation of knowledge about the structure of organs and body systems, the relationship between structure and function, but also develops the skills of effective interpersonal communication.

Thus, we believe that the use of traditional and innovative methods of teaching human anatomy, along with the implementation of a competency-based approach, ensure the quality training of medical university students who are able to apply the acquired knowledge in practice and confidently demonstrate communicative competence.