PDF 9-17 (Українська)


emotional competence
professional competence
components of emotional competence
the development of emotional competence
development competence in the field of emotions
professional training
modern medical education
personality of a future doctor

How to Cite



The article examines professional competence development and presents the study on psychological-pedagogical potential for future specialists’ professional competence development during modern medical professional training. The psychological-pedagogical bases for development of future doctors’ professional competence in the field of emotions in the modern medical universities are presented. The key competencies of doctors, contributing to professional identity development, professionalism formation are disclosed. The development of students’ emotional characteristics is one of the factors forming their emotional competence. The stages of emotional competence formation during professional training are analyzed. Main components of professional competency in the field of emotions are selected. The structural components of emotional competence are described. The essence and the concept of emotional competence are revealed. A general strategy, structure, the basic principles, methodological approaches and content for emotional competence development are presented. In order to form emotional competence as a doctor’s professionally significant quality, psychological and pedagogical disciplines should be changed to help future doctors to organize their activities so that they would take into account the role of emotions in treatment. In order to determine effective teaching methods, and, thus, to form the discussed skills, students’ individual differences, including those in the field of emotions, should be taken into account. The psychological features of future doctors’ emotional competence formation are: taking into account students’ age characteristics, their cognitive mental processes, general communicative skills (the ability to be attentive and observant, to understand patients’ mental states, to establish verbal, nonverbal contacts, to present themselves, etc.). We have concluded that medical students’ emotional competence can be formed by introducing of special courses, trainings and educational programs into the educational process. The findings have allowed us to presents recommendations for further research.
PDF 9-17 (Українська)


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