Theoretical and Methodological Principles of Teaching Professional English to Future Doctors

Authors

  • Liudmyla Rusalkina Odesa National Medical University, Ukraine
  • Agnessa Tomashevska Bukovinian State Medical University, Ukraine

DOI:

https://doi.org/10.29038/eejpl.2022.9.1.rus

Keywords:

professional teaching, English-language professional teaching, English language preparedness, pedagogical conditions, medical higher schools, future doctors

Abstract

Modern social processes determine new vital areas of reconstruction of the educational process in higher medical school on the way to teaching future professionals in all fields of medicine. The objective reality of Ukraine’s development today is the expansion of international ties and integration into the European community. Medical professionals' knowledge of foreign languages ​​is becoming essential in such circumstances. The article aims to develop and scientifically substantiate methodological concepts and theoretical bases of the English language professional teaching of future doctors in higher medical schools, characterize the levels of English professional knowledge of medical students, analyze the findings and imply them to future research and practice. The pedagogical conditions of English-language professional teaching of future doctors such as motivational stability and awareness of the need to learn English for further professional communication; integration of professional and linguistic (English-speaking) disciplines in the educational process of the higher medical school; creation of the developmental English-speaking professional environment in medical higher schools; involvement of future doctors in active English-speaking professionally-oriented activities were defined and substantiated. The authors designed and verified the model of English-language professional teaching to future doctors in higher medical schools. Besides, they experimentally established and statistically confirmed the positive dynamics of the levels of English-language professional teaching to students in the experimental group. This was achieved due to the introduction of the designed methodology to future doctors who study at higher medical schools. The application of the Kolmogorov-Smirnov λ-test confirms the validity of the proposed model and experimental technique.

References

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References (translated and transliterated)

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Banchuk, O. P., Volosovets, I. I., Feshchenko, T. M., Boychuk, T. M., Bulakh, I. Ye., Chernyshenko, T. I., Starcha, T. M., Vitenko, I. S., Fysun, Yu. I., Kebkalo, T. V., Podrushniak, V. B., Piatnytsky, Yu. S., Tarynska, O. L., Krasnozhon, L. M. (2007). Suchasnyy rozvytok vyshchoyi medychnoyi ta farmatsevtychnoyi osvity y problemni pytannya zabezpechennya yakisnoyi podhotovky likariv y provizoriv [Modern development of higher medical and pharmaceutical education and problematic questions of providing of high-quality training of doctors and pharmacists]. Medychna Osvita, 2, 5-13. Retrieved from https://tdmuv.com/kafedra/journals/education/2007_2/all.pdf

Kachalova, S. M. (2009). Tekhnologiia kontekstnogo obuchenyia v praktyke vuzovskogo obuchenyia [A technology of contextual teaching in higher education]. Vestnik TsMO of Moscow State University, 3. 87-91. Retrieved from https://elibrary.ru/item.asp?id=12967647

Boonyasai, R.T., Windish, D. M., Chakraborti, C., Feldman, L. S., Rubin, H. R., Bass, E. B. (2007). Effectiveness of teaching quality improvement to clinicians: a systematic review. JAMA, 298(9), 1023-1037. https://doi.org/10.1001/jama.298.9.1023

Budgen, C., Gamroth, L. (2008). An Overview of Practice Education Models. Nurse Education Today, 28(3), 273-283. https://doi.org/10.1016/j.nedt.2007.05.005

Frost, S. & Jean, P. (2003). Bridging the disciplines: interdisciplinary discourse and faculty scholarship. Journal of Higher Education, 74(2), 119-149. Retrieved from http://www.jstor.org/stable/3648252

Golding, C. (2009). Integrating the disciplines: Successful interdisciplinary subjects. Centre for the Study of Higher Education. Melbourne: The University of Melbourne.

Himanshu, P. (2011). Professionalism and Communication in Medical Practice. Medicine Update, 21, 544-548. Retrieved from https://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.691.1677&rep=rep1&type=pdf

Klein, J. T., Newell, W. H. (1998). Advancing interdisciplinary studies. In W. H. Newell, Ed. Interdisciplinarity: Essays from the Literature. (pp. 3-22). New York: College Entrance Examination Board.

Madigosky, W. S., Headrick, L. A., Nelson, K., Cox, K. R., Anderson, T. (2006). Changing and sustaining medical students' knowledge, skills, and attitudes about patient safety and medical fallibility. Academic Medicine, 81(1), 94-101. https://doi.org/10.1097/00001888-200601000-00022

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Published

2022-06-28

How to Cite

Rusalkina, L. ., & Tomashevska , A. . (2022). Theoretical and Methodological Principles of Teaching Professional English to Future Doctors. East European Journal of Psycholinguistics, 9(1). https://doi.org/10.29038/eejpl.2022.9.1.rus

Issue

Section

Vol 9 No 1 (2022)