CONTENT COMPONENT OF PSYCHOLOGICAL AND PEDAGOGICAL TRAINING OF FUTURE PHYSICIANS IN HIGHER EDUCATION INSTITUTIONS
DOI:
https://doi.org/10.11603/m.2414-5998.2026.1.16039Keywords:
psychological and pedagogical training; medical education; content component; professional competence; knowledge integration.Abstract
Abstract. The article presents a comprehensive analysis of the content component of the model of psychological and pedagogical training of future physicians, aimed at ensuring their holistic and professionally oriented preparation within contemporary medical education. The study examines the structural elements of the model, including fundamental biomedical training, clinical preparation, psychological and pedagogical support, interdisciplinary integration, digital competence development, and the formation of reflective competence as a core regulatory mechanism of professional growth. Particular attention is devoted to the systemic interconnection between these components, which collectively shape a multidimensional structure of professional competence. The study analyzes the key psychological and pedagogical principles, methods, and instructional approaches that contribute to the development of professional competence in medical specialists, with particular attention to competence-based, learner-centered, and practice-oriented educational frameworks. The results of the study support the premise that the systematic integration of theoretical knowledge and practical clinical skills constitutes a fundamental condition for the formation of a professionally competent physician characterized by social responsibility, ethical accountability, and adaptability within complex and dynamically evolving healthcare environments. Particular attention is devoted to the integration of theory and practice as a mechanism for fostering critical thinking, empathy, communicative competence, and professional autonomy among higher education students. The study further demonstrates the pedagogical effectiveness of the proposed content framework, revealing positive dynamics in competence development in alignment with international standards of medical education and indicating its potential applicability to other professional training contexts.
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