Psychological and pedagogical aspects formation of communicative competence at the medical university

Relevance. The article provides a methodological description of the work of a teacher specializing in Russian with Russian medical students within the framework of the academic disciplines "Russian Language as a Means of Communication" and "Communicative Workshop on Russian Language in Professional Activity". Their introduction is due to both the requirements of the Federal State Educational Standard of Higher Education in the specialty 31.05.01 "General Medicine" and a social order. The relevance of this study is due to the interest in the thematic content and description of work within the above-mentioned disciplines with Russian medical students.
The purpose of the study is to show in the system the thematic organization of the language material, methodological approaches, educational technologies used in the teaching process.
Methods and materials. For the study, such general scientific methods as comparison and contrast, analysis and synthesis, systematization and generalization of not only theoretical and practical material, but also our own research and practical experience were used.
Results. It was revealed that the disciplines "Russian language as a means of communication" and "Communicative workshop on the Russian language in professional activity" have potential continuity, which implies the possibility of creating programs that ensure interdisciplinary connections and long-term goals aimed at improving the professional communication of future doctors. The educational material of the discipline "Russian language as a means of communication" covers the sections "Orthoepy", "Vocabulary and phraseology", "Grammar", "Stylistics", and, starting from the basic knowledge, the teacher, repeating, adds new information of both a general educational and professional nature. Within the framework of the "Communicative Workshop", the teacher, combining the knowledge of stylistics acquired by students, directs them to the creation of professional dialogues on various body systems.
Conclusions. Communicative competence is formed as a result of creating a complex set of basic knowledge: a school course, normative aspects of language, the basics of public speaking and professional ethics of a future doctor. The disciplines are interconnected not only by continuity of content, but also by goals and objectives: raising the general cultural and professional level of future doctors

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