The Methodological Guide to the Discipline Romanian as a foreign language for medical students Didactic assistance for optimizing doctor-patient communication is structured in 3 chapters: the first chapter includes conceptual milestones of competency-based education, data on the concept of competences and their role in modern education; the second chapter analyzes the concept of interpersonal communication versus linguistic competence including general considerations on the communication competence between linguistic knowledge and performance as an integral part of the competence formation process of doctor-patient interpersonal communication looked through the prism of medical terminology knowledge; the third chapter highlights pragmatic hypostases of formation/development of doctor-patient communication competence focused on Romanian medical language, as well, are presented practical reasonings for optimizing doctor-patient communication competence focused on specialized language and methodological recommendations for formation/development of doctor-patient communication competence within the Discipline Romanian as a foreign language for medical students. To attain the established objectives, the formation/development of doctor-patient interpersonal communication competence within the Discipline Romanian as a foreign language for medical students, we focused on the innovative teaching and creative learning of some curricular content and on contextualized use of a number of communication methods and techniques based on the development of critical and creative thinking such as: Ciorchinele; Mosaic; SINELG; Glottodrama, Cinquain, Project, etc. According to therapeutic and ethical perspectives, the modern doctor should be able to create and maintain correct relationship with patients, their relatives, as well as in relationship with colleagues and society, etc. The modern doctor is able to effectively use communication techniques, request and provide information, correctly apply active listening, explanation, silence, paraphrasing, empathy, acceptance, etc. Physicians should receive adequate training that meets the patients’ current needs and is based on their holistic approach.
DIDACTIC ASSISTANCE FOR OPTIMIZING DOCTOR-PATIENT COMMUNICATION
