The research presents theoretical and methodological substantiation of the concept, technology and pedagogical conditions for the formation of future doctors’ professional and ethical competence, as well as the results of an experimental verification of their effectiveness in the conditions of higher medical educational institutions.
The work describes the essence, structure and content of the above mentioned competence. It is a complex, holistic, individual-psychological, integrative, multi-level formation that is the result of continuous education in the field of «Healthcare». Future doctors’ professional and ethical competence covers theoretical knowledge on professional ethics, ethical professional values, personal moral qualities and practical skills of a physician in his professional activity; it provides the choice of his conscious ethical behavior in accordance with the professional and ethical standards, as well as the ability for his self-fulfilling and the demand for a professional and ethical self-development during his whole life. In the structure of future doctorsʼ professional and ethical competence there have been distinguished such components as cognitive, activity-operating, professional-personal, emotional-motivating and value-orienting ones.
Taking into account the structure of the future doctors’ professional and ethical competence, as well as Bloom’s taxonomy, it has been found out that for diagnosing the formation of future doctors’ professional and ethical competence it is advisable to determine the gnostical, resultant, behavioural, emotive and value criteria.
Conceptual foundations for the formation of future doctorsʼ professional and ethical competence at higher medical educational institutions are represented as methodological, theoretical and methodological-technological concepts.
Implementation of the concept is due to the developed technology of future doctorsʼ professional and ethical competence formation at higher medical educational institution. It is a collection of consistent pedagogical influences, contents, forms, methods, techniques and tools that provide studentsʼ training at higher medical educational institutions for their professional activity with high level of professional and ethical knowledge, abilities, skills, professional values, motives and personal qualities. The technology implies the impact on the target, content, activity, productive and resource components of the pedagogical process during all three stages, i.e. initial, cognitive searching and determinative. These stages take into account the peculiarities of students professional training at higher medical educational institutions, the phases of consistent changes in studentsʼ thinking during their studies, the specifics of studentsʼ personal development, and their formation as future medical doctors every other year of study.
The author substantiates the pedagogical conditions of future doctors’ professional and ethical competence formation at higher medical educational institutions, that provide implication of the developed technology.
There has been further developed scientific knowledge about the peculiarities of future doctorsʼ professional and ethical competence formation in highly economically developed countries; scientific notions about the essence of concepts «moral and ethical culture of a doctor», «medical ethics», «doctorʼs ethics»; characterization of levels (threshold, average, sufficient, high) of future doctorsʼ professional and ethical competence formation on the basis of Bloomʼs taxonomy.
The forming stage of the experiment was conducted in order to test the concept and effectiveness of the technology of future doctorsʼ professional and ethical competence formation at higher medical educational institutions. The analysis of its results, in particular the dynamics of qualitative and quantitative changes in the levels of studentsʼ professional and ethical competence formation of the experimental group before and after the forming stage of the experiment, has confirmed the working research hypothesis.
It has been revealed that future doctorsʼ professional and ethical competence formation will be more effective if the scientific-pedagogical staff of higher medical educational institutions adheres to the methodological recommendations developed on the basis of the conducted research.
