Training and Assessment of Communicative Skills of Medical Students: Foreign Experience and Objectives of Medical Education in the Russian Federation

UDC 378:61

https://doi.org/10.20339/AM.08-21.071      

E.Yu. Vasilieva is Dr. Sci. (Pedagogy), Prof., Head of sub-faculty of Pedagogy and Psychology at Northern State Medical University e-mail: dr.evasilyeva@gmail.com

Analyzed is the problem of communication skills that are essential for an optimal doctor-patient relationship to improve treatment outcomes and health outcomes. The need for teaching the communication skills of medical students is recognized by all foreign medical schools and declared as a requirement for the results of training in the Federal State Educational Standard 3++ in the direction of preparation of General Medicine in the form of a universal “Communicative Competence” (UK-4). Teaching and assessing communication skills requires different approaches to teaching in other clinical disciplines. The challenge is to transform formal training in these skills, which still remains fragmented and heterogeneous in most curricula of Russian universities, into a systematic and purposefully organized, organically integrate communication skills training with clinical training. In addition, it is important that students not only know the nuances of communication and interpersonal skills with the patient, but also adhere to them throughout their medical careers. The article describes the communication models adopted by the international medical educational community, training scenarios, various methods of teaching and assessment of communication skills based on the best foreign practices. The article discusses the barriers to teaching communication skills in Russian medical universities and ways to overcome them. Possible ways of standardization of teaching and assessment of communication skills and their integration into the existing curricula of medical universities in Russia are shown.

Key words: teaching, assessment, communication skills, communication model, learning scenarios, teaching methods, assessment methods, learning barriers, medical students, teachers, foreign experience.

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