Technologies for the implementation of the model for the formation of intercultural competence of medical students in foreign language classes

Petro Mohyla Black Sea National University

Mykolaiv, Ukraine

Чорноморський національний університет імені Петра Могили

Миколаїв, Україна

Одним із найважливіших завдань медичного університету на теперішній час є підготовка висококваліфікованого спеціаліста, який відповідає всім вимогам ринку праці, тобто демонструє не лише високу професійну майстерність, а й готовність до продуктивної діяльності в міжкультурне середовище. Вивчення роботи українських ВНЗ та аналіз педагогічної літератури свідчать про недостатність методичного забезпечення процесу формування міжкультурної компетентності студентів медичного університету. Існує суперечність між зростанням обсягу інформації та кризою дидактичних методів підготовки фахівців, що вимагає зміщення акцентів на сучасні технології професійного навчання. Стає очевидною необхідність зміни пріоритетів професійної підготовки фахівців у бік розвитку творчого мислення та оволодіння студентами інструментами управління власною навчальною діяльністю. У цій статті автор представляє систему ефективних технологій навчання для успішної реалізації моделі формування міжкультурної компетентності студентів-медиків на заняттях з іноземної мови. Система включає: дискусійні технології (розвиток критичного мислення студентів, формування в них культури спілкування в різних ситуаціях професійного та побутового спілкування в міжкультурному середовищі); ігрові технології (імітаційна модель реальної професійної діяльності, спрямована на формування та закріплення професійних умінь і навичок); проблемні технології (моделювання проблемної ситуації без ризику для учасників, пошук системного підходу до вирішення проблеми); технології проєктування (самостійна творча робота, розвиток навичок презентації та захисту продуктів власної діяльності).

Ключові слова: міжкультурна компетентність; вища медична школа; професійне спілкування; технології навчання; професійна підготовка.

Introduction

Discussion technologies for the formation of intercultural competence of students

In a foreign language lesson discussion technologies represent one of the most productive ways to form intercultural competence of medical students, as well as contribute to the development of skills for discussing professional medical problems [4] and the search for their effective solution in a multicultural space. It should be noted, that a lesson in a foreign language with the use of discussion technologies of teaching can become a good platform for the formation of the style of thinking and perception necessary for effective communication. There is no doubt that as an object of discussion, it is advisable to choose not only specially formulated problems, but also cases from professional practice.

In addition to professional, managerial, scientific and technical problems, the subject of discussion can be the interpersonal relations of the group members themselves. In this case, the network of group relationships acts as a real educational model, with the help of which medical students learn from personal experience the peculiarities of the processes of group dynamics.

In the course of the discussion, such communication and professional medical skills are successfully formed as: cooperate and resolve problems with a positive attitude; think critically and predict the situation; listen actively and communicate in a foreign language; collectively solve socially significant tasks.

Discussion technologies can be implemented in different forms. Preparation for conducting a lesson using discussion technologies consists of several stages, which are reflected in Table 2.

Table 2 Stages of preparation of a lesson using discussion technologies

When preparing a script, you should pay attention to the role of a moderator or a leader, which can be assumed by both the teacher himself and the responsible student. The presenter has a very important function, and not only delivers the opening and closing speech, but also corrects the course of the discussion, intervenes in time to stop a heated discussion, or, conversely, to stimulate the dialogue. The moderator must observe the principle of fairness in the order of speeches, be prepared for unforeseen situations that may arise during the discussion, and also be neutral and not inclined to any of the participants' points of view.

The main characteristics of the discussion should be highlighted: controversial, unresolved issue; a relaxed atmosphere in the audience; equal participation of all opponents; finding acceptable solutions for all participants about the discussed issue.

During the discussion, all participants should follow a number of principles: to observe the principle of equality of opponents; do not allow disputes and conflicts to grow; do not allow participants to persuade each other; to demand arguments for the stated position; do not persuade the participants to your side, even if you do not agree. Summing up the work of the lesson using discussion technologies provides for: reminder of goals and objectives; demonstration of the final position developed during the discussion; orientation of students to study questions that have not been found at the lesson; a task with an emphasis on introspection and self-preparation according to the material; words of gratitude to all participants of the meeting [5].

Thus, discussion technologies offer various options for organizing the work of medical students and are able to enhance the involvement of students in group discussion of problems, develop the skills and abilities of participation in group work, joint decision-making.

2. Game technologies. Game simulation is widely used in teaching practice. At the moment, in general, there is a tendency towards the gamification of learning. In contrast to games in general, "pedagogical play" is distinguished by an essential feature, namely, the presence of a clearly set goal and a corresponding pedagogical result [6].

Gaming active technologies imply the interaction of participants based on personal experience. It should be emphasized that the experience gained by medical students in the process of game interaction aimed at the formation of intercultural competence may turn out to be even more productive for a number of reasons, in comparison with that obtained in their professional activity. First, in our work we operate with often incomplete, distorted information; in the game, on the contrary, the student receives, although not complete, but accurate information, which increases confidence in the conclusions and results and stimulates the process of accepting responsibility. Secondly, gaming technologies make it possible to analyze the consequences of decisions made, check alternatives, and try on certain social roles.

For example, role-playing games allow you to simulate and model the elements of your future medical practice, help students understand what skills and abilities should be developed in the future, how to build a dialogue with patients of different cultural backgrounds and use the rules of speech and business etiquette, how to present properly the results of one's scientific activities in different countries [6]. In the modern sense, an educational role-playing game is a purposefully designed imitation model of a real professional activity, aimed at the formation and consolidation of professional medical skills. The process of organizing a role-playing game includes several stages (Table 3).

Table 3

Stages of preparing a lesson using game technologies

3. Problematic technologies (Table 4). Problem-solving methods in a foreign language lesson at a medical university are based on a certain problematic situation in the field of medicine, which has a contradictory solution. For example, when using this technology, you can work out the problem of medical errors, compare how similar questions are resolved in different countries, to assess the ways out of the problem situation.

Among the advantages of the technology are: the ability to analyze the options for correct and erroneous decisions; the ability to simulate a problem situation without risking participants and correlate theoretical knowledge with a real practical situation; the ability to find a systematic approach to the solution [5, p. 4].

Table 4

Problematic technologies for the formation of intercultural competence of students

4. Design technologies. Representing a collection of research, problematic, creative and search methods, design technologies offer a variety of means of organization and forms (group, pair, individual) of educational activities. The project involves certain stages of activity: preparation, implementation of project, presentation or defense, summing up.

The main difference between the design technology is that medical students are given the opportunity to design independently the content of the processed material, navigate in the educational space and analyze the knowledge gained. From the point of view of efficiency in the formation of intercultural competence of students of a medical university, project technologies characterize an increase in motivation to study a foreign language and the culture of the country of the target language, independent creative work, the development of intellectual abilities, the acquisition of research and scientific experience, interdisciplinary integration, as well as the development of skills of presentation and protection of products of their own activities.

Conclusions and prospects for further research

It is important to note once again that activity requires communication as one of the main means of solving professional problems. A medical specialist should not only carry out therapeutic activities, but also be aimed at the productive establishment and development of professional contacts, at the effective exchange of information and the development of a unified interaction strategy, at the perception and understanding of colleagues and patients.

Classes with the use of active learning technologies are an effective way of forming intercultural competence and professional communication of medical students, since they are able to recreate the conditions of professionally oriented communication. Since professional communication is not just an exchange of information, it is a process of creating a certain community, in which participants analyze information and correlate their point of view with the opinions of communicative partners and thus achieve a certain degree of mutual understanding. At the same time, a foreign language lesson creates additional opportunities for the development of an intercultural competence, since it allows you to create a situation of immersion in a different cultural environment [3].

Here we should once again mention such an important aspect as the correct selection of didactic material and adherence to the principles of interdisciplinary integration. Since we are talking about professionally oriented learning, the use of CLIL elements - technologies, technologies of contextual and integrated learning, allows the formation of intercultural competence, precisely in preparation for treatment activities. And the use of design and problem technologies makes it possible to attract students to independent search and analysis of information on the studied issue.

Based on the experience of practical activities, the use of technologies for active teaching of a foreign language to medical students is an effective way to increase the interest, motivation and involvement of students, which, according to the personal-activity approach, determines the successful result of the activity. By shifting the emphasis on creative, independent work, initiative and responsibility for the results of their own educational work are encouraged. Active training allows you to develop those supra-professional skills that in the future will become the key to a successful career as a doctor and his professional activity in general.

Since, as it has been proven earlier, a medical professional needs to develop intercultural communication skills and intercultural competence as part of general professional competence, the development of methods for the formation of intercultural competence can be called one of the priority goals in the development of general professional competencies in foreign language classes at a medical university. Our further research is to check the effectiveness of the mentioned technologies for the formation of intercultural competence of students of a medical university in foreign language classes.

References (transliterated)

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