SELF-DIAGNOSIS AND REFLECTION ON THE LEVEL OF PROFESSIONAL COMPETENCE FORMATION OF A FUTURE DOCTOR IN THE EDUCATIONAL PROCESS OF A HIGHER EDUCATION INSTITUTION

Abstract

Abstract. In modern medical education, significant attention is given to developing a high level of professional competence among future doctors. One of the key approaches to achieving this is the application of self-diagnosis and reflection methods, which enable students to analyze their achievements, identify gaps in knowledge, and enhance their professional skills. The article explores the processes of self-diagnosis and reflection among medical students concerning their level of professional competence formation in higher education. Special attention is paid to the use of self-diagnostic and formative assessment tools, such as career portfolios, which allow students to systematize their academic achievements and serve as a means of tracking their professional growth. Including information in the portfolio about coursework, scientific achievements, certificates, participation in conferences, and reflective essays contributes to a deeper understanding of personal development. The role of information technology in enhancing the professional competence of medical students is also highlighted. The use of digital services allows for the integration of formative assessment methods, self-assessment, and peer assessment, thereby improving students’ information competency. Particular emphasis is placed on the use of virtual reality technologies, medical phantoms, and robotic mannequins, which enable students to repeatedly practice skills, analyze their impact on patient conditions, and receive objective feedback. Additionally, the importance of the Objective Structured Clinical Examination (OSCE), the involvement of standardized patients, and independent examiners in the objective assessment of professional skills is discussed. The article examines the PDCA (Deming cycle) methodology as one of the effective approaches to developing the professional competence of future doctors. This model facilitates the systematic analysis of personal development through goal setting, implementation of educational activities, evaluation of results, and adjustment of self-improvement strategies. Statistical data presented in the article confirm the effectiveness of the mentioned self-diagnosis and reflection methods. It has been proven that students who actively use self-diagnostic tools demonstrate a higher level of professional competence, confidence in their knowledge, and the ability to make decisions in complex clinical situations. Thus, self-diagnosis and reflection are integral components of the educational process in higher medical education institutions. They contribute not only to improving professional training but also to developing lifelong learning skills, which are essential for a successful medical practice.