DEVELOPING ORAL SCIENTIFIC REPORTING SKILLS IN MEDICAL STUDENTS IN SPEECH CULTURE CLASSES USING A COMMUNICATIVE- ACTIVITY APPROACH

Abstract

The article provides a theoretical basis for developing medical students’ oral scientific presentation skills in speech culture classes using a communicative-activity-based approach. The relevance of this study stems from the discrepancy between the Federal State Educational Standard of Higher Professional Education requirements for medical graduates’ readiness to publicly present their research results and the insufficient development of methodological models that support the targeted development of oral scientific communication skills within the “Speech Culture” discipline. The purpose of this study is to theoretically substantiate a five-stage methodological model for teaching oral scientific presentations, integrating a communicative-activity-based approach, rhetorical techniques, and psychological methods for overcoming fear of public speaking based on an analysis of the didactic potential of the “Speech Culture” discipline. The specifics of oral scientific presentations as a genre of professional communication are detailed, and a system of assignments is proposed that allows students to master the structure and linguistic models of scientific presentations to the level of practical skill and confidently apply them in a simulated student conference.