DEVELOPING THE MECHANISM OF PSYCHOLOGICAL INDUCTION IN MEDICAL STUDENTS
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Published:
Aug 30, 2025
Abstract
У статті представлено теоретичне обґрунтування та концептуальну модель розробки механізму психологічної індукції у студентів-медиків як ефективного засобу формування професійної ідентичності, емоційної компетентності та етичної культури у майбутніх лікарів. Актуальність дослідження зумовлена зростаючим значенням афективного та ціннісного компонентів у медичній освіті, а також недостатньою теоретичною та педагогічною дослідженістю феномену психологічної індукції. Метою статті є розробка концептуальної моделі психологічної індукції, визначення її структурних компонентів, визначення педагогічних умов її реалізації та окреслення очікуваних результатів. Методологічна база дослідження базується на системному, компетентнісному та гуманістичному підходах, а також концепціях соціального навчання, рефлексивної педагогіки та наративної медицини. Запропонована модель інтегрує чотири взаємопов'язані компоненти (когнітивний, емоційний, поведінковий та рефлексивний), які забезпечують глибоку ціннісно-емоційну трансформацію під час професійного становлення студентів. У статті визначено ключові педагогічні умови, що підтримують ефективність моделі: безпечне освітнє середовище, особистісно-орієнтований та гуманістичний стиль викладання, емоційно насичені методи навчання, розвиток рефлексивності та створення ситуацій морального вибору. Запропоновано стратегії впровадження моделі в освітню практику, включаючи інтеграцію в академічні дисципліни та модулі, переосмислення педагогічної взаємодії, навчання викладачів та методичну підтримку. Окреслено очікувані результати застосування моделі та визначено потенційні обмеження. Перспективи подальших досліджень включають емпіричну перевірку ефективності моделі та її адаптацію до різних освітніх контекстів у медичній підготовці.
How to Cite
Yevtushenko, Y. (2025). DEVELOPING THE MECHANISM OF PSYCHOLOGICAL INDUCTION IN MEDICAL STUDENTS. Academia Polonica, 70(3), 93-104. https://doi.org/10.23856/7012
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References
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38. Zary, N., Berman, N.B., Holmboe, E.S. (2024). Enhancing empathy in medical students through virtual patients: A scoping review. Medical Education Online, 29(1), 11871709. DOI:10.1080/10872981.2024.11871709 [in English].
2. Empatiia v medychnii praktytsi: chomu vazhlyvo zrozumity patsiienta [Empathy in medical practice: why it is important to understand the patient]. (n.d.). Entertainment News. Retrieved from: https://entertainment.v.ua/raznoe/empatiya-v-medichnii-praktici-chomu-vazhlivo-zrozumiti-paciyenta/ [in Ukrainian].
3. Zadorozhna, O. (2024). Rol osvitnoho seredovyshcha universytetu v formuvanni humanistychnykh tsinnostei u studentiv-medykiv [The role of the university educational environment in shaping humanistic values among medical students]. Aktualni pytannia humanitarnykh nauk –Current issues in the humanities, 77(1), 283–287. DOI https://doi.org/10.24919/2308-4863/77-1-40 [in Ukrainian].
4. Isaieva, O., & Shumylo, M. (2024). Humanistychna spriamovanist osvitnoho protsesu studentiv-medykiv [Humanistic orientation of the educational process for medical students]. Molod i rynok – Youth and Market, 12(232), 12–15. DOI: https://doi.org/10.24919/2308-4634.2024.316550 [in Ukrainian].
5. Kraieva, O.A., & Romanenko, N.V. (2019). Psykholohichni osoblyvosti stanu profesiinoi identychnosti medychnykh pratsivnykiv pid chas transformatsiinykh zmin suspilstva [Psychological features of the state of professional identity of medical workers during transformational changes in society]. Aktualni problemy psykholohii: Zbirnyk naukovykh prats Instytutu psykholohii imeni H. S. Kostiuka NAPN Ukrainy – Current Issues in Psychology: Collection
of Scientific Papers of the H. S. Kostiuk Institute of Psychology of the National Academy of
Pedagogical Sciences of Ukraine, 14(2), 199–210. [in Ukrainian].
6. Lazurenko, O.O., & Smila, N.V. (2024). Psykholohichnyi suprovid profesiinoho stanovlennia likaria yak skladova kompetentnisnoho pidkhodu v medychnii osviti [Psychological support of the professional development of a doctor as a component of the competency-based approach in medical education]. Naukovi zapysky. Seriia: Psykholohiia – Scholarly Notes. Series: Psychology, 1, 88–95.DOI: https://doi.org/10.32782/cusu-psy-2024-1-12 [in Ukrainian].
7. Prib, H.A., & Begeza, L.Ye. (2020). Teoretychne pidhruntia modeli profesiinoi identychnosti osobystosti [Theoretical foundations of the model of personal professional identity]. Problemy suchasnoi psykholohii – Problems of Modern Psychology, 1(17), 95–100 [in Ukrainian].
8. Tertychna, N.A. (2021). Kharakterystyky ta stanovlennia profesiino znachushchykh yakostei u studentiv-medykiv [Characteristics and development of professionally significant qualities in medical students]. Science and Society, Patterns and Trends of Development, 16, 212–215[in Ukrainian].
9. Ut'iuzh, I.H., & Mehrelishvili, M.O. (2021). Etychni problemy v medytsyni [Ethical problems in medicine]. ZDMU [in Ukrainian].
10. Shulhai, A.H., Fedchyshyn, N.O., & Shulhai, O.M. (2023). Syndrom vyhorannia studentiv-medykiv pid chas viiny ta chynnyky, yaki yoho vyznachaiut [Burnout syndrome in medical students during the war and the factors that determine it]. Medychna osvita – Medical Education,
3, 104–111. DOI: https://doi.org/10.11603/m.2414-5998.2023.3.14276 [in Ukrainian].
11. Abbasi Abianeh, N., Yazdani, S., Heydari, M., & Akbari Farmad, S. (2022). Global perspectives on trends in health higher education. Journal of Family Medicine and Primary Care,
11(9), 4991–003. DOI: 10.4103/jfmpc.jfmpc_2461_21 [in English].
12. Aghabarary, M., & Khedmatizare, M. (2025). Emotional intelligence as a predictor of clinical competence in nursing students. BMC Research Notes, 18, 25–32. DOI: 10.1186/s13104-025-07106-5 [in English].
13. Aghamohammadi-Kalkhoran, M., Karimi, Z., & Mohebbi, Z. (2025). Qualitative insights into empathy in medical education: A content analysis. BMC Medical Education, 25, 6882.DOI: 10.1186/s12909-025-06882-9 [in English].
14. Alharbi, K. (2025). Exploring the power of emotional intelligence: a comprehensive evaluation of its impact on the clinical competence of nursing students. BMC Nursing, 24, 536–544. DOI: 10.1186/s12912-025-03136-3 [in English].
15. Allport, G.W. (1954). The Nature of Prejudice. Reading (MA) : Addison-Wesley [in English].
16. Andersson, H, Svensson, A, Frank, C, Rantala, A, Holmberg, M, & Bremer, A. (2022). Ethics education to support ethical competence learning in healthcare: an integrative systematic review. BMC Medical Ethics, 23(1), 29–55. DOI: 10.1186/s12910-022-00766-z [in English].
17. Bandura, A. (1977). Social Learning Theory. Englewood Cliffs (NJ) : Prentice-Hall [in English].
18. Bertalanffy, L. von (1968). General System Theory: Foundations, Development, Applications. New York : George Braziller [in English].
19. Carey, M., & Grant, B. (2022). Compassionate pedagogy: Principles and methods for allied health education. Journal of University Teaching & Learning Practice, 19(2), Article
6. Retrieved from https://open-publishing.org/journals/index.php/jutlp/article/view/1219 [in English].
20. Çırak, M., Karaca, A., & Avcı, K. (2025). Examining the empathy levels of medical students using CHAID analysis. BMC Medical Education, 25, 7296. DOI: 10.1186/s12909-025-07296-3. [in English].
21. daSilva, A., & Wood, A. (2024). How Emotion Contagion Changes as Strangers Become Acquainted. Collabra: Psychology, 11(1), 136874. DOI: 10.1525/collabra.136874 [in English].
22. DeFoor, M. T., Chung, Y., Zadinsky, J. K., Dowling, J., & Sams, R. W. II. (2020). An interprofessional cohort analysis of student interest in medical ethics education: a survey-based quantitative study. BMC Medical Ethics, 21, 26–35. https://doi.org/10.1186/s12910-020-00468-4 [in English].
23. Delgado Bolton, R.C., & García Luna, Á. (2025). Could empathy be taught? The role of advanced technologies to improve empathy in medical students. Journal of Medical Systems, 49(2), 144. DOI: 10.1007/s10916-025-02144-9 [in English].
24. Hooker, C., Molloy, E., & Thomson, C. (2023). Co‐producing an empathy‐focused medical curriculum with patients, educators, and students. The Clinical Teacher, 20(2), e70100. DOI: 10.1111/tct.70100 [in English].
25. Johnsen, J.K., Borit, M., & Stangvaltaite-Mouhat, L. (2023). Using storytelling in undergraduate dental education: Students' experiences of emotional competence training. European Journal of Dental Education, 27(4), 793–801. DOI: 10.1111/eje.12868 [in English].
26. Kasselmann, N., Willy, C., Domres, B.D., Wunderlich, R., & Back, D.A. (2021). Implementation of disaster medicine education in German medical schools – a nationwide survey. GMS Journal for Medical Education, 38(4), Doc79. Retrieved from https://www.egms.de/en/journals/zma/2021-38/zma001489.shtml [in English].
27. Korczak, J. (2018). How to Love a Child and Other Selected Works (Volume 1). London : Valentine Mitchell [in English].
28. Liu, Y., Feng, Q., Tong, Y., & Guo, K. (2023). Effect of physical exercise on social adaptability of college students: Chain intermediary effect of social-emotional competency and self-esteem. Frontiers in Psychology, 14, 1120925–1120935. DOI: 10.3389/fpsyg.2023.1120925 [in English].
29. Mitchell, L. Publications list. University of Waikato. Retrieved from https://profiles.waikato.ac.nz/linda.mitchell/publications [in English].
30. Olsson, S., Kurland, L., Taube, F., Björås, J., & Robinson, Y. (2025). Disaster medicine in Swedish undergraduate medical education: analysing current programs and future integration in the six-year curriculum. BMC Medical Education, 25, 731–741. DOI: 10.1186/s12909-025-07324-2 [in English].
31. Perrigault, P.F., & Greco, F. (2022). Ethical issues in neurocritical care. Revue Neurologique (Paris), 178(1–2), 57–63. DOI: 10.1016/j.neurol.2021.12.006 [in English].
32. Post, S.G., Basile, M.A., Iuli, R.J., Migdal, P., Trilling, J.S., Wackett, A., & Strano-Paul, L.A (2024). Tripartite taxonomy of character strengths & virtues: toward professional identity formation in medical students & physicians. BMC Medical Education, 24, 1220–1228. DOI: 10.1186/s12909-024-06169-5 [in English].
33. Rogers, C.R. (1961). On Becoming a Person: A Therapist’s View of Psychotherapy. Boston : Houghton Mifflin [in English].
34. Ruitenberg, C.W., & Kumagai, A.K. (2024). Adopting a pedagogy of connection for medical education. Perspectives on Medical Education, 13(1), 56–62. DOI: 10.1007/
s40037-024-00832-7 [in English].
35. Schön, D.A. (1983). The Reflective Practitioner: How Professionals Think in Action. New York : Basic Books [in English].
36. Vygotsky, L.S.(1978). Mind in Society: The Development of Higher Psychological Processes. Cambridge (MA) : Harvard University Press [in English].
37. Yasin, J.C.M., Barlem, E.L.D., Barlem, J.G.T., Silveira, R.S.D., Dalmolin, G.L., & Andrade, G.B. (2020). The ethical dimension of problems faced in general medicine: relationship with moral sensitivity. Revista Latino-Americana de Enfermagem, 28, e3309. DOI: 10.1590/1518-8345.4033.3309 [in English].
38. Zary, N., Berman, N.B., Holmboe, E.S. (2024). Enhancing empathy in medical students through virtual patients: A scoping review. Medical Education Online, 29(1), 11871709. DOI:10.1080/10872981.2024.11871709 [in English].
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