Kemerovo, Russian Federation
The article addresses the developing of professional communicative competence in international medical students who study Russian as a language of professional communication. In this context, language training must be integrated with professional communicative tasks. Currently, there is a lack of instructional models for systematic acquisition of medical interviewing algorithms in a foreign-language learning environment. However, digital anamnesis services can be used as a didactic tool integrated into the curriculum. The article explores the linguistic and didactic potential of digital anamnesis services and introduces a technology for their step-by-step integration into teaching Russian as a foreign language to medical students. The proposed model comprises several stages: an introductory stage (familiarization with clinical interview structures), a linguistic interpretation stage (analyzing questioning algorithms), and guided simulation (interaction with a digital patient). These are followed by a reflection and correction stage, leading to an autonomous stage where students work independently with adaptive interview algorithms. Digital medical services are not only technological tools but also pedagogical instruments for developing professional communication skills in Russian and facilitating professional medical communication. They provide objective recording of students’ actions and create conditions for the targeted development of speech and communicative skills. Algorithm-based interviewing fosters reliable professional communication and metacommunicative skills while enhancing readiness for real-world clinical interaction. This approach is applicable to both language courses and simulation-based medical training.
digital service, anamnesis collection, medical communication, professional Russian language, digital didactics, simulation-based learning, medical communication in Russian, medical interview algorithm
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