PSYCHOLOGICAL-PEDAGOGICAL CRITERIA FOR FORMING THE COMMUNICATIVE COMPETENCE OF THE TEACHER OF THE MEDICAL UNIVERSITY
The article is devoted to the conditions that influence the formation of the communicative competence of the teacher of higher education within the framework of the medical university. The article analyzes the concept of "communicative competence of the teacher", details its structure, focuses on the components and functions of the communicative competence of the teacher, as well as the criteria for the formation of communicative competence. The author believes that the professional activity of the high school teacher requires a high level of communication competence, as the communicative competence of the teacher occupies a major place in the professional activity of the teacher, being one of the basic components of professional competence. With a sufficient level of formation of this competence, the effectiveness of the educational process is significantly increased, and a comprehensive development of the motivational sphere and cognitive component is carried out. The main communicative principle in teaching at a medical university is reliance on multicultural dialogue and the allocation of the ethno-cultural component in communication. It is also necessary to pay special attention to communicative noise and professional deformation, which also leaves a mark on communication. At the medical university, the criteria for the formation of communicative competence differ from the humanitarian profile. The author conducted a survey of students of the Rostov State Medical University and identified a set of criteria that are most important from the point of view of students. The result of the questionnaire is given in the article. The article will be useful for teachers working in the field of medical education, as well as for students of pedagogical universities.