Modern trends in the development of medical education make increasingly high demands on the clinical training of the future health care specialist. One of the urgent problems for the domestic health care system is to provide the industry with personnel with the necessary level of professional competencies, which include knowledge and skills in the field of medical care and clinical thinking.[1].

In Kazakhstan, one of the main goals of education allocates «training in the basic principles of building a professional career and skills of behavior in the labor market». The socio-economic development of our country in recent years has put forward new requirements for the professional training of a general practitioner. His reputation as a specialist is determined by professional qualities, in which there is a real need for state and non-state medical institutions. At the same time, in the training of future specialists there is a certain contradiction between the need of universities to improve the process of training future general practitioners to professional activity and the insufficient level of its scientific and methodological support in teaching the specialty. This is since within the framework of modern education, one can clearly see and feel the cardinal change of paradigmatic approaches to teaching and education, associated with the gradual displacement of the traditional model of education by the personality-oriented, in which the main subject is the student [2,3,4,5]. Involvement of Kazakhstan in the Bologna process and the emergence of documents defining the directions of development of Kazakhstani education considering global trends [6,7,8], determined the need to develop the State Program of Education and Science Development of the Republic of Kazakhstan. At the legislative, normative, and formal levels, criteria were outlined to define, measure, and evaluate the quality of specialist training in universities with emphasis on the quality of educational programs. At the same time, the priority for a modern teacher should be given to the development of communicative competence, which allows to effectively solve pedagogical tasks in the formation of professional (special) competencies of students. Student and teacher become equal participants, partners of new educational relations, rather than traditional ones, when the teacher dominates over the student within the unipolarly oriented model of knowledge transfer [9,10,11]. It becomes clear that for the teacher it is communication (and not the transfer of knowledge, mastering skills, abilities, etc.) as the purpose, content and mode of activity, therefore, the need for the development of communicative competence is especially high.

Purpose of the study: to identify the main behavioral features of the teacher that determine the pedagogical communication between the teacher and university students.

Materials and methods

The subject of the study is the interaction between the teacher and the student, the objects of the study are the teacher and the student. To solve the set goal, a questionnaire survey of the 4th year students in the specialty «General Medicine» of the Medical University of Karaganda was conducted. Students were asked to answer the questionnaire «Evaluation of the model of teacher’s behavior in practical classes», which listed the personal qualities of the teacher at the university, leading their classes on «Pathology of Early Childhood and Adolescence». The questionnaire contained a block of characteristics (interpersonal relations between the instructor and the student, presence of creative interaction, etc.) that allowed to determine the priority model of instructor behavior in the eyes of the student. The selected indicators in the questionnaire were evaluated in points, each point corresponds to a certain level of quality manifestation. These qualities were proposed to be evaluated on a 10-point scale, where 10-9 points — the quality is manifested almost always; 8-7 points — the quality is manifested often; 6-5 points — the quality is manifested at the level of 50%; 4-3 points — the quality is manifested rarely; 2-1 points — the quality is practically absent; 0 points — cannot evaluate.

Results and Discussion

Of the listed characteristics of the instructor’s behavior in the practical class on pediatrics, the students indicated the most significant, from their point of view, for the high quality of teaching in higher education (Table 1).

Table 1

Significance of the behavioral quality of the instructor from the students’ point of view

Table 2

Presence of priority qualities in the instructor from the students’ point of view

Thus, the proposed point scale for assessing the significance of the quality of communication in the process of practical training showed that the most significant, from the student’s point of view, for the high quality of teaching in higher education, the leading qualities are those characterizing the instructor’s ability to organize communication at the personal level and productive interaction with students (average score 7.36).

The qualities of a teacher characterizing his/her inability to communicate in this way were rated by students as 3.64 points, i.e. almost 2 times lower. The analysis of the questionnaire also showed that the most significant quality of behavior in the teachers of the Department of Pediatrics and Neonatology of the Medical University of Karaganda, several students indicated as a priority (Table 2). The obtained data indicate that the majority of students (95.11%) see the teacher of the department as the initiator and organizer of pedagogical communication. Relationships in the system teacher — student at the practical training are carried out in the style of friendly interaction, teachers of the department are interested in solving student’s problems and are constantly in dialog with students. Official relations at a significant social distance were noted by a small part of students (4.89%), which can, in our opinion, be attributed to the peculiar personality of the student. Thus, the obtained data indicate student satisfaction in pedagogical communication, which is based on the interaction between teacher and student in the educational process of the department.