DEVELOPING MEDICAL STUDENT’S RHETORIC COMPETENCE IN THE SYSTEM OF PROFESSIONAL TRAINING
Raisa Arzumanova1*, Yulia Gosteva2, Elena Lavrova3, Svetlana Tumanova4, Ekaterina Davydova5
1Assoc.Prof., Peoples’ Friendship University of Russia (RUDN University), RUSSIA, firstname.lastname@example.org ../taslak metinler socioint19/482/Submissionemail@example.com
2Assoc.Prof., Peoples’ Friendship University of Russia (RUDN University), RUSSIA, firstname.lastname@example.org
3Assoc.Prof., Peoples’ Friendship University of Russia (RUDN University), RUSSIA, email@example.com
4Assoc.Prof., Peoples’ Friendship University of Russia (RUDN University), RUSSIA,
5Assoc.Prof., Peoples’ Friendship University of Russia (RUDN University), RUSSIA,
The article discusses the issue of developing medical student’s rhetorical competence in the context of the professional potential implementation within medical activities. The process of developing a proper level of medical student’s rhetorical competence is revealed by the authors through a range of professional competencies that require specific skills of speech culture and speech interaction both within a production team and in interaction with medical service consumers. The authors have identified the range of professional medical requirements for the quality and essence of medical student’s rhetorical competence, which can be implemented in various conditions for professional medical activities. The importance of a high level of medical students’ rhetorical competence and the need for its systematic improvement in the context of dynamic conditions for professional self-realization are indicated. The authors proposed to develop medical student’s rhetorical competence based on a special course on medical rhetoric containing the following educational modules: “Classical rhetoric canon as the basis for developing future physician’s discursive and rhetorical competences”, “Medical rhetoric in developing future physician’s verbal and communicative skills in a professional environment”, including such sections as “The structure of communication within the doctor–doctor, doctor–team and doctor–patient systems”, “Rhetoric of professional dialogue”, “Rhetoric and its specifics in various fields of medicine”, and “Scientific medical rhetoric”. At the end of the special course, a survey was conducted to check its effectiveness. It was found that 86% of the students noted the importance of the course and the high positive effect obtained from the acquired knowledge and skills of professionally oriented speech communication in various models of interaction within the framework of the profession being mastered. 8% of the respondents noted the usefulness of the course and marked the high importance of only a few thematic sections. 6% of the respondents expressed an indifferent opinion. Developed rhetorical competence is important for a future doctor, as it is a necessary basis for producing messages of various genres in the professional medical field: from communicative skills of interaction in medical, preventive, research, and educational activities to the preparation of various documents.
Keywords: rhetorical competence, medical students, medical practice, interaction with medical service consumers, terminological arrangement, conditions for professional communicative interaction.
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