Telehealth in the context of the spread of COVID-19 requires doctors to use a new set of communicative skills in medical practice: good diction, the ability to conduct interviews with a patient, active listening skills, summing up, empathy, acting techniques.
The aim of the study is to theoretically substantiate and experimentally test the effectiveness of telehealth communication strategies of medical students in the context of the COVID-19 pandemic. The leading methods of the study: Test “Assessment of communicative skills” by Karelin (2011); Yusupov’s Ability to Empathy Test (Ilyin, 2011); Online simulators “Development of Communication Competencies of a Doctor” (Kamalova & Gaifullina, 2022).
We have proven that a patient-centered approach is an effective communication strategy. We developed a special course “Communicative competence of future doctors” for medical students majoring in “Medical business”. Online simulators have been developed to assess the medical students’ use of a patient-centered approach to communication with patients, posted on the Online Test Pad platform. The results of the study can be used in the professional training of medical students majoring in “Medical care”.
Keyword(s) : communication
Collaborative Learning Environment in the Professional Training of Future Teachers
The importance of this study is linked to the topic of increasing the quality of future teacher
professional training by creating a collaborative learning environment.
The purpose of this research is to conduct a theoretical analysis of the effectiveness of creating a
collaborative learning environment in university and demonstrate its impact on the successful
professional activity of future teachers. The paper presents the data of the experimental research in
the form of Action Research, conducted among 1st and 2nd year students of pedagogical specialties
in the natural sciences (chemistry, biology, physics, computer science).
The core requirements of the personality-oriented, activity-based, systemic, environmental,
axiological and competence-based approaches form the methodological foundation for building
a collaborative learning environment. Students who are immersed in a collaborative learning
environment have the opportunity to reflect on the level of formation of their own professional skills,
the success of achieving educational goals, and the processes of self-realization, self-development,
and self-actualization on a regular basis.
This study examines the impact of collaborative learning on students’ communication skills,
knowledge quality, assessment of educational achievements, and study time savings.
The research findings are linked to the use of Action Research in the educational process, involving
students in the process of professional self-improvement. The novelty of the research is characterized
by the identification of developmental effect of a collaborative learning environment based on the
concept of a zone of actual student professional growth.
The practical significance of the research is the development of positive experience in structuring the
educational process, with the prospect of applying this experience in future professional activities,
such as working with students.
A Toolkit to Assess the Level of Universal Competencies (Soft Skills) of Pedagogical University Students
As science and technology develops rapidly and the knowledge gained over the years of study devalues
equally rapidly, a university should not only provide students with specific, highly professional
knowledge and skills, but also develop universal competencies (soft skills), which include the ability
to self-study, self-development, communication and cooperation, creativity, critical thinking and
others. These are the skills that are increasingly valuable and will be more valuable in the future for
the personal and professional success of a young specialist demanded by an employer.
In the absence of unified and validated methods for diagnosing universal competencies, and with the
uncertainty and inconsistency relating to the basic set of soft skills required for a young specialist at
the start of his/her professional career, difficulties arise in organizing the educational process in high
education to integrate the development of hard and soft skills. The aim of the study was to develop a
toolkit for assessing and monitoring the level of development of universal competencies in students
of a pedagogical university.
The proposed toolkit was tested at the Institute of Natural Science and Sports Technologies of the
Moscow City University. It made it possible to identify strengths and weaknesses in the educational
process, acting as a sensitive diagnostic tool and facilitating the choice of a strategy aimed at
increasing its effectiveness for developing students’ universal competencies. The proposed approach
is universal and can be used in different contexts.
Features of the Development of Professional, Bilingual Communicative Competence of the Teacher
The article is devoted to the characteristics of professional-communicative competence of teachers in bilingual education. Nowadays the society faces an urgent need to go beyond the paradigm of education, to expand the content not in quantitative, but in qualitative terms. The relevance of this work is connected with insufficient level of elaboration of the technology of improvement of professional-communicative competence of a teacher in conditions of bilingualism. The research objective is to identify and systematize the priority components of bilingual competence, its features, structure on the basis of functional analysis of knowledge resources of professional multifunctional activity of a teacher. The article gives a brief description of communicative-cultural bilingual teacher, considers indicators of bilingual competence, as well as the most appropriate means for its use to improve the quality of the educational process. The leading technologies of the research of this problem are the techniques of mastering the types of bilingual speech activity, the principles of aspect-integrated learning; self-motivation, student-oriented bilingual communication. The article reflected the results of this work, during which teachers gradually mastered the characteristics of bilingual vocational training as important indicators of the quality level of professional skills. The article can be useful for practical professional activity of teachers in secondary schools.