FORMATION OF PROFESSIONAL FOREIGN LANGUAGE COMMUNICATIVE COMPETENCE OF MEDICAL STUDENTS BY MEANS OF REVERSE TECHNOLOGY

Аннотация

The article is devoted to the theoretical substantiation and methodological design of the process of developing foreign language competence of medical university students based on the reversible learning technology. The relevance of the formation of professionally oriented foreign language proficiency in the context of digitalization of medical education and the growing importance of international clinical protocols, English-language scientific sources and interprofessional communication is shown. The paper reveals the essence and didactic possibilities of reversible technology based on the redistribution of classroom and extracurricular activities of students, the transfer of theoretical material to an electronic environment and the intensification of practical and communicative interaction in the classroom. The necessity of integrating authentic medical discourse into the structure of foreign language training is substantiated. A methodological model for the development of foreign language competence is presented, which includes targeted, meaningful, organizational, technological, and evaluative-effective components. Examples of tasks focused on the development of receptive and productive skills, as well as the mechanisms of reflexive and independent work of students are considered. Key words: reverse technology; inverted learning; medical education; foreign language competence; professionally oriented foreign language; ESP in medicine; digital educational environment; clinical discourse; communicative approach; independent work of students; interactive teaching methods. The development of foreign language competence of medical students in the context of the digital transformation of higher education is considered today as one of the key areas of modernization of medical education. A future doctor is expected not only to possess professional knowledge and clinical thinking, but also to be able to freely navigate the English-language medical discourse, work with international protocols, scientific articles, communicate with colleagues and patients in a foreign language. The researchers emphasize that the professional foreign-language competence of a medical student is an integrative personality quality that includes linguistic, communicative, cognitive and professional components and ensures readiness for foreign-language professional interaction in the field of medicine [1]. 1 Zhdanova D.E. Application of reverse learning technology in foreign language classes during the coronavirus pandemic // Regional education of the 21st century. 2021. № 2 p. 163-173 364 NEW RENAISSANCE 2025 NOVEMBER INTERNATIONAL SCIENTIFIC AND PRACTICAL CONFERENCE VOLUME 2 | ISSUE 11 The formation of such competence in the traditional lecture-practical model faces a number of limitations: the lack of classroom time for practicing oral communication, the predominance of reproductive tasks, and the low degree of independence of students. In these circumstances, innovative learning models based on rethinking the relationship between classroom and extracurricular activities are of particular interest, including reversible technology (essentially a variant of "flipped classroom") [2]. In a number of works, reversible technology is interpreted as an educational technology that involves a change in the importance and ratio of classroom and extracurricular activities with the priority of the electronic (remote) component: theoretical material is introduced into extracurricular independent work, and classroom time is used primarily to solve practice-oriented tasks, discussions, projects and reflection [3]. At the same time, it is emphasized that reversible technology organically combines with a competence-based approach and contributes to the growth of academic autonomy, the development of critical thinking and communicative activity of students, including in the field of a foreign language [4]. The experience of introducing the "inverted classroom" model in medical education shows its effectiveness in comparison with traditional lecture forms.: Students' motivation, engagement, learning quality, and willingness to apply knowledge in clinical situations increase. Foreign studies demonstrate that flipped classroom contributes not only to better assimilation of theoretical content, but also to the development of clinical thinking skills, including when dealing with urgent conditions and complex cases. In the field of teaching English for special purposes (ESP), it has been shown that the inverted classroom model has a positive effect on academic performance, self-efficacy, and activity in the learning process, especially among students of non-linguistic specialties [5]. In relation to the foreign language training of medical students, reversible technology allows for a new way to organize the movement from receptive learning of the material to productive professional communication. Outside the classroom, the student learns about lexical, gramm