Individual psychological characteristics of a doctor’s personality. Psychological requirements for the personality of a doctor. Theoretical and empirical approaches in psychological studies of professional development

L.A. Leshchinsky (1987) identifies the following professionally important qualities for general practitioners: passion for their specialty, active humanism regardless of the presence of antipathy, desire to do good, sense of duty, ability to compassion, kindness and love for people; the ability to inspire trust in patients, willingness to alleviate suffering, endurance, tolerance towards patients, communication. Willingness to self-sacrifice, business pedantry, responsibility for the results of treatment, the desire to improve oneself in the profession, self-criticism, the ability to place patients at the center of one’s consciousness, developed perception (“clinical nose”, “clinical eye”), stable emotional sphere. The ability not to panic, neatness, high psychological culture, delicacy and tact towards patients, optimism, the ability to suppress the feeling of disgust at the patient’s bedside.

According to A.M. Vasilkova and S.S. Ivanova (1997), stable motivation for the profession of a military doctor is observed among cadets who have social introversion, a tendency towards personal socially approved achievements and rigidity of attitudes, as well as a lack of predisposition to a demonstrative type of behavior and insincerity.

V. Dubrova and I.V. Malkina (2003) showed that medical students include the following characteristics in their idea of the “ideal” doctor: balance, ability to control emotions, cheerfulness and optimism, calmness, discipline, willpower. Self-confidence, autonomy, internal locus of control, ability to reflect, flexible and sharp mind, psychological competence, desire to cooperate with the patient and, of course, erudition and theoretical knowledge. According to some of them, the ideal doctor should be a man, neat, with an attractive appearance and pleasant manners.

It was found that surgeons and resuscitators have high sensitivity, tension, rigidity, emotional stability and high self-control.

According to E.B. Oderysheva (2000), the psychological portrait of a general practitioner and surgeon includes the following qualities: sociability, emotional stability, high social normative behavior, high internal self-control. In the generalized psychological portrait of a surgeon, the same characteristics are highlighted, but to a much greater extent. In addition, social courage was characteristic of surgeons.

Features of the emotional sphere of medical workers. Medicine is a field of human activity where negative emotional states predominate. Patients expect compassion and care from medical personnel, which requires empathy. Therefore, it is believed that people with a high level of empathy should go into medicine, as well as into other socionomic professions. It is believed that the doctor’s high empathy helps to better feel the patient’s condition. Along with this, as noted by M.A. Yurovskaya (1925), a doctor is characterized by the ability to easily overcome unpleasant impressions.

It is impossible not to take into account the fact that medical workers, constantly faced with the suffering of people, are forced to erect a kind of barrier psychological protection from the patient, become less empathetic, otherwise they risk emotional burnout and even neurotic breakdowns. By the way, it has been shown that two-thirds of doctors and nurses in the intensive care unit experience emotional exhaustion as one of the symptoms of emotional burnout. Another study found that emotional burnout is more pronounced among cardiologists than among oncologists and dentists. This is explained by the fact that cardiologists are more often in extreme situations.

Hence, the demands placed on the emotional sphere of medical workers are quite contradictory. Along with empathy, doctors must also be emotionally stable. Both excessive emotionality and emotional inhibition can be an obstacle to clear and quick action.

The personality of a doctor, his individuality is an object of close attention of society, a subject of public discussion and study in the professional field, in educational organizations, and in health care management structures. The increased interest in this is quite justified. Despite the technologization of medical activities, the ever better equipping of doctors with the latest diagnostic and treatment tools, the person, the doctor with his individuality, remains at the head of this process. Character, psychological characteristics. And if you ask any patient with whom he would prefer to communicate if given a choice: with the smartest diagnostic machine that does not fail, or with a good doctor, then the answer can probably be predicted with high probability. The choice will be made in favor of human communication.

Each patient draws his own image of an ideal doctor. But in many ways this image turns out to be the same. Students of the Karaganda Medical Academy in classes on psychology and communication skills answer this question for the most part in the same way. In their opinion, a doctor is humane, a kind person, selfless and attentive, knowing his profession well, constantly improving in it. Students endow the doctor with such character traits as integrity, determination, sense of humor, and the ability to be compassionate. It is interesting that first-year students talk mainly about the strong-willed personality traits of a doctor. Senior students focus on the intellectual, cognitive properties of the individual. A study was conducted in one of the universities in Belarus, in which students of the medical and preventive faculty took part (Dubrova V.P., Elkina I.V., 2004). A qualitative analysis of the data obtained during the empirical study allowed us to state that future doctors include characteristics that reflect the specifics of the professional role and the individual psychological characteristics of the individual into the content of the concept of “ideal doctor.” These characteristics relate to various spheres of personality psychology: emotional-volitional, effective-practical, need-motivational, interpersonal-social, existential-being, moral-moral and cognitive-cognitive.

The greatest share in the characteristics of an ideal doctor is given to interpersonal-social sphere of personality (29%), which usually includes interpersonal exchanges of information, interactions, relationships, etc.

Future doctors note the following qualities of an ideal doctor:

providing psychological support (23%);
empathy, understanding (18.2%);
ability to establish a therapeutic alliance (13.8%); ,
the ability to find an approach to any person (12.3%);
sociability, flexibility in communication (8.5%);
excellent relationships with colleagues, mutual assistance (7.7%);
openness, sincerity, friendliness (5.3%);
the ability to see the patient as a person (4.4%);
the ability to clearly explain to the patient the diagnosis and method of treatment (3.1%);
respect from others, authority (2.6%);
the ability to heal body and soul (1.1%).

Among the qualities related to moral sphere (21%), including moral states, actions, deeds and personality traits, most often students note such personal qualities as goodwill, intelligence, and responsibility of a doctor. TO effective and practical sphere (21%) consider the manifestations of a person as an actor who practically realizes himself in the world around him, and in the characteristics of an ideal doctor this area is represented by professional skills. Cognitive-cognitive sphere (12%) is represented as receiving, storing, recognizing, reproducing and transforming information; it should include cognitive-cognitive states, processes and personality properties. In the minds of students, this area is filled with characteristics related to the professional knowledge of an ideal doctor. In the content of the concept of “ideal doctor”, students also include professional self-improvement, love for their profession, full dedication to their profession, passion for their work, value and respect for their own life and health, for the life and health of others. Researchers attribute these characteristics to need-motivational sphere (7.6%), which includes various needs (needs experienced by a person in certain conditions of life and development), motives (related to the satisfaction of certain needs, motivation for activity) and orientation. Existential-being sphere (3%) manifests itself in states of self-deepening, experiences of one’s self, personality traits determined by participation in one’s existence in the world. The following qualities of an “ideal doctor” identified by students can be attributed to this area. It seems to us that the observation of our colleagues from Belarus on this aspect of the doctor’s personality, which was highlighted by the students, is extremely important. Despite the fast-paced age, the practicality of young people, they consider the necessary personality traits of a doctor

self-confidence (31.9%);
positive self-concept (24.5%);
autonomy and acceptance of the autonomy of others (22%);
integral locus of control (4.8%);
ability to reflect (4.8%);
having a bright personality (4.8%);
self-sufficiency (2.4%);
self-esteem (2.4%);
high self-esteem (2.4%), -

that is, those properties that do not allow the doctor to be one hundred percent conformist for the sake of obtaining benefits and building a career. Will evaluate the statements Belarusian students and compare with your judgments. For example: “An ideal doctor should have a sense of self-respect, because if a person respects himself, he will always strive to be on top.” Or: “A doctor who is independent in making decisions and respects the independence of other people, understands the impact he has on the patient and has high self-esteem can be called an ideal doctor.”

The researchers note that students assigned a certain role to the concept of “ideal doctor.” image medical specialist. According to some of them, the ideal doctor should be a man, which indicates an attitude towards a male doctor as a bearer of business qualities. In addition, the ideal doctor should be neat, wear a snow-white coat, have an attractive appearance and pleasant manners, lead a healthy lifestyle, have a stylish car, his own home and excellent income. “A man dressed in an expensive suit, tie, expensive shoes. With neat hair and an expensive watch. Having a stylish car." “Non-smoker and light drinker, always wearing a white shirt, polished shoes and a starched robe.” “The appearance of a doctor should not evoke negative emotions in the patient. For example, seeing a doctor’s long nails, the patient first of all thinks: “How does the doctor help with such hands?” A doctor who promotes cleanliness should wear a clean gown and have a tidy desk.”

Based on the above study, its results, our observations and thoughts, summarizing the statements that we receive in classes from KSMA students, we consider fair the authors’ conclusions that students, first of all, highlight the interpersonal-social sphere of the personality of an ideal doctor. This is due to the postulate of medical ethics, according to which the professional activity of a doctor is an activity in the field of communication and one of the aspects of the success of this activity is a sufficient level of development of interpersonal and social qualities aimed at the ability to establish therapeutic cooperation with the patient. This postulate serves as a starting point for public assessment of the success of a doctor as a specialist and as an individual.

It is also important for future specialists to have a sufficient level of knowledge and skills that allow them to experience their own value as a specialist and feel involved in what is happening. The presence of moral, need-motivational and emotional-volitional qualities allows a doctor to achieve self-actualization, be successful in his professional activities, and make a certain contribution to the development of medicine.

Summarizing the analysis of the image of an ideal doctor in the ideas of students of a higher medical school, we can draw the following conclusions:

1. In the content of the image of an ideal doctor, medical students include individual psychological characteristics of the individual and characteristics of the professional role of a specialist related to the following spheres of personality: interpersonal-social, moral-ethical, effective-practical, cognitive-cognitive, need-motivational, emotional- volitional, existential-being.

2. The greatest share is given to the interpersonal-social sphere of the individual. Moreover, many of the qualities listed by students indicate the need for an ideal doctor to comply with the doctrine of informed consent, the principles and norms of medical ethics, and the “Code of Medical Ethics.”

3. The dominance of the interpersonal-social sphere, reflecting the peculiarities of interaction between the doctor and the patient, made it possible to define the general standard of the ideal doctor as “cooperative” and ready to establish a therapeutic alliance with the patient in the treatment process. We consider this circumstance as a result of students mastering the basic principles of medical ethics, methodological foundations and theoretical problems of medical interaction, the basic rules of communication in dyads “doctor - patient”, “doctor - other medical specialists”, “doctor - relatives of the patient”.

4. The image of a collaborating doctor as ideal in the ideas of students of a higher medical school creates conditions for the formation of professional value orientations and professional self-improvement.

Each patient draws his own image of an ideal doctor. But in many ways this image turns out to be the same. Students of the Karaganda Medical Academy in classes on psychology and communication skills answer this question for the most part in the same way. In their minds, a doctor is a humane, kind person, selfless and attentive, who knows his profession well and is constantly improving in it. Students endow the doctor with such character traits as integrity, determination, sense of humor, and the ability to be compassionate. It is interesting that first-year students talk mainly about the strong-willed personality traits of a doctor. Senior students focus on the intellectual, cognitive properties of the individual. A study was conducted in one of the universities in Belarus, in which students of the medical and preventive faculty took part (Dubrova V.P., Elkina I.V., 2004). A qualitative analysis of the data obtained during the empirical study allowed us to state that future doctors include characteristics that reflect the specifics of the professional role and the individual psychological characteristics of the individual into the content of the concept of “ideal doctor.” These characteristics relate to various spheres of personality psychology: emotional-volitional, effective-practical, need-motivational, interpersonal-social, existential-being, moral-moral and cognitive-cognitive.

Future doctors note the following qualities of an ideal doctor:

providing psychological support (23%);
empathy, understanding (18.2%);
ability to establish a therapeutic alliance (13.8%); ,
the ability to find an approach to any person (12.3%);
sociability, flexibility in communication (8.5%);
excellent relationships with colleagues, mutual assistance (7.7%);
openness, sincerity, friendliness (5.3%);
the ability to see the patient as a person (4.4%);
the ability to clearly explain to the patient the diagnosis and method of treatment (3.1%);
respect from others, authority (2.6%);
the ability to heal body and soul (1.1%).

self-confidence (31.9%);
positive self-concept (24.5%);
autonomy and acceptance of the autonomy of others (22%);
integral locus of control (4.8%);
ability to reflect (4.8%);
having a bright personality (4.8%);
self-sufficiency (2.4%);
self-esteem (2.4%);
high self-esteem (2.4%), -

that is, those properties that do not allow the doctor to be one hundred percent conformist for the sake of obtaining benefits and building a career. Evaluate the statements of Belarusian students and compare them with your judgments. For example: “An ideal doctor should have a sense of self-respect, because if a person respects himself, he will always strive to be on top.” Or: “A doctor who is independent in making decisions and respects the independence of other people, understands the impact he has on the patient and has high self-esteem can be called an ideal doctor.”

Summarizing the analysis of the image of an ideal doctor in the ideas of students of a higher medical school, we can draw the following conclusions:

3. The dominance of the interpersonal-social sphere, reflecting the peculiarities of interaction between the doctor and the patient, made it possible to define the general standard of the ideal doctor as “cooperative” and ready to establish a therapeutic alliance with the patient in the treatment process. We consider this circumstance as the result of students mastering the basic principles of medical ethics, methodological foundations and theoretical problems of medical interaction, the basic rules of communication in dyads “doctor - patient”, “doctor - other medical specialists”, “doctor - relatives of the patient”.

Hard work, accuracy, responsibility, conscientiousness, perseverance and other so-called “business” qualities, like their antipodes, are formed later in children’s games and in accessible types of household work. This requires adult stimulation. Character traits that manifest themselves in relationships with people, in communication, are formalized in primary school school, when the child’s circle of contacts with new school friends and teachers sharply expands.

Strong-willed character traits develop and consolidate in adolescence, and the basic (moral and ideological) foundations of character - in early adolescence. By the end of school, the character is actually formed. Character influences almost all other properties of a person, his cognitive, volitional, emotional processes and states. Character differs in many respects from other personality traits in its early formation and stability.

2.4 Will

The concept of will

Will- a person’s conscious regulation of his behavior (activity and communication), associated with overcoming internal and external obstacles. This is a human ability, which manifests itself in self-determination and self-regulation of one’s behavior and mental phenomena.

The main features of a volitional act:

a) applying effort to perform an act of will;

b) the presence of a well-thought-out plan for the implementation of a behavioral act;

c) increased attention to such a behavioral act and the absence of direct pleasure received in the process and as a result of its execution;

d) often the efforts of the will are aimed not only at defeating circumstances, but at overcoming oneself.

Volitional regulation of behavior

Volitional regulation of behavior is characterized by a state of optimal mobilization of the individual, the required mode of activity, and the concentration of this activity in the required direction.

The main psychological function of the will is strengthening motivation and improving the regulation of actions on this basis. This distinguishes volitional actions from impulsive actions, that is, actions performed involuntarily and not sufficiently controlled by consciousness.

At the personal level, the manifestation of will finds its expression in such properties as strength of will(the degree of willpower required to achieve a goal), perseverance (a person’s ability to mobilize his capabilities to overcome difficulties for a long time), excerpt(the ability to inhibit actions, feelings, thoughts that interfere with the implementation of the decision made), energy etc. These are the primary (basic) volitional personal qualities that determine the majority of behavioral acts.

There are also secondary volitional qualities that develop in ontogenesis later than the primary ones: determination(the ability to make and implement quick, informed and firm decisions), courage(the ability to overcome fear and take justifiable risks to achieve a goal, despite the dangers to personal well-being), self-control(the ability to control the sensory side of your psyche and subordinate your behavior to solving consciously set tasks), self confidence. These qualities should be considered not only as volitional, but also as character-logical.

Tertiary qualities include volitional qualities that are closely related to moral ones: responsibility(a quality that characterizes a person from the point of view of his fulfillment of moral requirements), discipline(conscious subordination of one’s behavior to generally accepted norms, established order), integrity(fidelity to a certain idea in beliefs and consistent implementation of this idea in behavior), obligation(the ability to voluntarily assume responsibilities and fulfill them). This group also includes qualities of will associated with a person’s attitude to work: efficiency, initiative(the ability to work creatively, taking actions on one’s own initiative), organization(reasonable planning and ordering of your work), diligence(diligence, fulfilling assignments and one’s responsibilities on time), etc. Tertiary qualities of will are usually formed only by adolescence, i.e., the moment when there is already experience of volitional actions.

Volitional actions can be divided into simple and complex. In a simple act of will, the impulse to action (motive) turns into the action itself almost automatically. In a complex volitional act, an action is preceded by taking into account its consequences, awareness of motives, decision-making, the emergence of an intention to carry it out, drawing up a plan for its implementation, etc.

The development of will in a person is associated with:

a) with the transformation of involuntary mental processes into voluntary ones;

b) with a person acquiring control over his behavior;

c) with the development of volitional qualities of the individual;

d) with the fact that a person consciously sets himself more and more difficult tasks and pursues more and more distant goals that require significant volitional efforts over a long time.

The formation of volitional qualities of a personality can be considered as a movement from primary to secondary and then to tertiary qualities.

2.5 Emotions

Types of human emotions and their role in professional activities

Emotions are understood, on the one hand, as a peculiar expression of a person’s subjective attitude to objects and phenomena of the surrounding reality in the form of direct experiences of pleasant or unpleasant (emotions in the broad sense of the word), and on the other hand, only the reaction of humans and animals to the influences of internal and external stimuli associated with the satisfaction or dissatisfaction of biologically significant needs (emotions in the narrow sense of the word).

Through emotions as a system of signals, a person learns about the need-based significance of what is happening. Emotions can be positive, associated with the experience of something pleasant, and negative, when something unpleasant is experienced. Positive emotions include, for example, satisfaction with one’s work, a sense of duty, and competition. On the other hand, there may be negative emotions. This, first of all, applies to those cases when people, although they work, do not like this work. They do it out of a sense of duty, perhaps in good faith.

There are also sthenic, increasing the activity of the individual, and asthenic, reducing its activity.

Emotions are divided into the emotional tone of sensations, emotions in the narrow sense of the word (as discussed above), and feelings. Some authors also place affects in this same row. Emotional tone of sensations- these are direct experiences that accompany individual sensations (for example, temperature, taste, auditory) and encourage the subject to preserve or eliminate them. Feeling- a reflection in a person’s consciousness of his relationship to reality, which arises when your needs are satisfied or dissatisfied. By direction, feelings are divided into: moral(experiences associated with a person’s attitude towards social institutions, to the state, to a certain party, to other people, to oneself - love, hatred, etc.), intellectual(feelings associated with cognitive activity - doubt, confidence, curiosity, etc., love of truth as the pinnacle of intellectual feelings), aesthetic(the experience of beauty or ugliness, manifested in the perception of works of art, natural phenomena, events of social life - a feeling of beauty or ugliness, a sense of majesty, etc.). Affect- a strong and relatively short-term emotional state that arose in connection with a sharp and unexpected change in the life circumstances relevant to the subject and is accompanied by clearly expressed motor and visceral (intraorganic) manifestations.

Let us define some more concepts that characterize human emotions. Ambivalence- inconsistency, contradiction of experienced emotions towards a certain object (love, hatred, joy and grief, etc.). Apathy- an emotional state of indifference, simplification of feelings, indifference to the events of the surrounding life, weakening of impulses caused by fatigue, difficult experiences or illness. Depression- depressed effective state, characterized by a negative emotional background, decreased motivation, inhibition of intellectual activity and motor reactions. Mood - a relatively stable experience of any emotion. Passion- a strong, persistent and all-encompassing feeling that dominates a person’s other feelings and leads to the concentration of all his aspirations and forces on the subject of passion. Stress ( emotional) - an emotional state that arose in response to various extreme actions (stressors) - threat, danger, insult, etc. Empathy- empathy, comprehension of the emotional state, penetration, feeling into the emotional world of another person.

In labor psychology, it is necessary to take into account the moment of emotions. It is the mood of the day that affects productivity, i.e. the mood with which a person comes and does the work.

It is also important to take into account specific emotions that are directly caused by specific work activities. These emotions are highlighted primarily as professionally important. They are divided into two subgroups. The first subgroup is those emotions that connect the relationship between people and the team in the process of this collective type of work.

The second subtype of professional emotions are those emotions that arise during the work itself. These are, first of all, those professions in which emergency situations can arise and where incorrect, slow decision-making can lead to an accident in conditions of high emotional tension (pilots, steeplejacks, some types of operator work). Emotionally unstable people cannot work in these professions.

A number of professions place special demands on other various personality traits: neatness, organization, pedantry in some cases, sociability or isolation.

Conclusion

Along with the study of professionally important characteristics, it is necessary to pay attention to the individual characteristics of a person, to the individual style of his work, as one of the ways of adapting a person to the profession. In order to understand individual characteristics and individual style of activity, it is necessary to conduct a comparative analysis of those workers who perform the same work, using different techniques and actions. The role of individual psychological characteristics of a person in work is that the influence on the activity of various mental states caused by an unpleasant environment and pedagogical influences depends on it. The influence of various factors that determine the level of neuropsychic stress (for example, performance assessment, acceleration of the pace of work, discipline, etc.) depends on them. Several ways can be used to adapt personality characteristics to the requirements of the activity. Professional selection, one of the tasks of which is to prevent persons from participating in this activity who do not possess the necessary properties of individual psychological characteristics of the individual. But such selection is implemented only when selecting for professions that place increased demands on personality traits. You can use an individual approach (it consists of individualizing the requirements, conditions and methods of work imposed on a person). Individual psychological characteristics of a person leave an imprint on ways of behavior and communication, so it is very important to take them into account when determining the type of professional activity.

List of used literature

Zeer E.F. Vocational guidance. Theory and practice. - M., 2004.

Corporal J. Personality psychology. - St. Petersburg, 2003.

Klimov E.A. How to choose a profession. - M., 1990.

Kovalev A.G., Mesishchev V.N. Mental characteristics of a person. - St. Petersburg, 1957.

Kornienko N.A. Personality and individual differences. - Novosibirsk, 1998.

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INSTITUTE OF YOUTH

As a manuscript

VLSSH Andrey Grigorievich

SHISHOGICHISHIY FEATURES OF SHMYUNMSHYUNMSHY FORMATION OF A DOCTOR'S PERSONALITY

Specialty - 19.00 “II - personality psychology 13.00.01 - theory and history of pedagogy

Moscow - 1993

> " ^ > G O

The work was carried out at the Kaluga State Pedagogical Institute named after K.E. Tsialkovsky.

Scientific supervisor - Candidate of Pedagogical Sciences, Associate Professor Evgeniy Nikolaevich Bogdanov.

Scientific consultant - Doctor of Psychology, Professor Anatoly Alekseevich Derkach.

Official opponents:.

Doctor of Psychology, Professor Petr Korchemny

Antonovich,

Candidate of Psychological Sciences, Associate Professor Zhmyrikov Alexander

Nikolaevich.

The leading organization is Moscow State University.

The defense will take place on 1993 at 2:30 p.m.

at a meeting of the specialized council K-I50.0I.04 on writing dissertations for the degree of candidate of psychological sciences at the Institute of Youth at the address: 111442, Yoskva, Yunosti street, building 5/1, building 3..

The dissertation can be found in the library of the Youth Institute. *

Scientific secretary of the specialized council, candidate of pedagogical sciences ^ £.KTU0VA

Relevance of the problem. The increasing role of applied psychological research during the period of restructuring of the socio-economic structure of society and attitudes towards people, the need to improve the system of professional training of specialists and the problem of retraining a large number of people make the work on the study of the professional development of specialists of particular importance. This is all the more important since it is known that the failure of professional training is often associated not so much with the training itself, but with the difficulties of professional development. Only a deep understanding of its processes and mechanisms will ensure their effective management.

A study of the problems of professional development and training of Erach shows that improving the quality of their professional growth characterized by a constant change of extensive and intensive approaches, their mutual transition. An increase in the amount of content necessary for medical practitioners and future doctors of information-theoretical knowledge, professionally significant practical skills and abilities, resulting from an increase in the required time for mastering knowledge, as well as a decrease in the amount of time required for rehabilitation activities, leads to a decrease in the effectiveness of training - the educational process in the medical university, the professional activities of doctors, does not lead to significant positive changes^ □ improving the quality of training of specialists. Researchers note the formalism of students and practitioners who are unable to apply them in specific situations, and their poor command of basic functions.

Thus, the main contradiction has arisen between the demands made by society on modern stage its development to the level of activity (the degree of mastery of professional and practical actions) of doctors, and the actually existing practice of its functional training. To remove this contradiction, it is necessary to resolve the problem of intensifying the process of professional development of doctors.

As an analysis of complaints received by health authorities about the quality of work of medical institutions shows, they are most often associated with personal qualities and the professional skills of doctors and other medical workers, which most often appear as one of the main reasons for dissatisfaction with medical care.

The core of the personality of a professional working in healthcare is their personal qualities that are most necessary for successful professional activity, which should be the object of targeted study. Consequently, the feasibility and necessity of highlighting as an object of study personal qualities doctors is due to the fact that the topic we have chosen is, first of all, a real, very acute socio-economic and psychological problem. Obviously, in this regard, the question of appropriate improvement in the professional development of a doctor’s personality is of particular importance.

So, the severity of real contradictions, “as well as the theoretical and practical lack of development of these issues allow us to formulate the research problem: what are the psychological features of the professional development of a doctor’s personality?

The purpose of the study is to investigate personal characteristics, the level of development of professionally significant, typological personality traits and the psychological readiness of a doctor for professional activity, the conditions and factors that ensure its productivity.

Object of study - main psychological characteristics personality and professional activity of a doctor, their development and relationship at different stages of professional development. ,

The subject of the study is the psychological features of the process of professional development of a doctor’s personality.

Research hypothesis. The success of a doctor’s professional development is determined not only by the degree of complexity of the profession itself, but also by the formation of psychological readiness to perform professional activities. This readiness is expressed by the adequacy of motives to the real conditions of professional activity, the presence of the required professional knowledge, abilities, skills and necessary personal qualities that determine the productivity of professional maturity of a doctor...

Research objectives:

I) conduct a critical review of the ideas available in psychology about the activity-based means of personal development and professional development of a specialist;

2) conduct an analysis of personality psychology, substantiate psychological structure and sodr.chminiya of the professional activity of a doctor;

3) identify the conditions and factors for the productive professional development of a doctor: the formation of professional orientation, professional aspirations, professional consciousness, authority, professional creativity and experience of his creative activity;

The methodological basis of the study included: general scientific principles of knowledge, provisions on the structure and dynamics of personality, the dynamic nature of its interaction with society, and the leading role active work personality in the process of its formation, about the social determination of mental processes, about the dialectical essence and social conditioning of cognition; methodological principle of consistency, concept continuing education, modern socio-psychological theories, methods active methods training. When studying the problem, methodological and philosophical literature, relevant government documents, general and special scientific literature by domestic and foreign authors, and the current press were used.

The theoretical basis of the study was the work that reveals the basic principles of application systematic approach(P.K. Anokhin, N.V. Kuzmina, V.I. Sadovsky, A.I. Uemov, etc.); personal approach (K.A. Abulkhanova-Slavskaya, L.I. Bozhovich, A.I. Kovalev, A.N. Leontyev, A.V. Petrovsky, A.U. Kharash, etc.); conditions for the manifestation and development of an individual’s creative potential, issues of optimizing the activities of personnel (Yu.K. Babansky, A.A. Derkach, I.A.Z:! M-nyaya, Ya.A. Ponomarev, etc.); concepts of social perception (A.A. Bodalev, V.A. Labunskaya); theories of relationships (A.A. Bodalev, V.N. Myasishchev, E.B. Starovoigenko); value orientation (E.N. Bogdanov, O.I. Zotova, I.S. Kon, A.I. Krupiov, V.V. Shtikl, A.3. Petrovsky); social return of the individual (..A. Abulkhanova-Slavskaya, A.A. Kokorev, V.G. Krksko, R.G. Gurova). Considering the complexity of the research object, the works that reveal the psychology of the personality and work of a doctor turned out to be very significant (A.P. Gromov, I.N. PURVICH, Y.I.!$u-kova, A.M. Izutkin, B.D. Karvasarsky, V.P. Petlenko, G.N. Tsorego-

Rodtsev, etc.), as well as foreign studies: R.N. Burns, E. Fromm, R.B. Kegel, J. Kelly, A. Maslow, K. Redaers, H. Reed, B. Simon, etc.

In accordance with dialectical logic, which prescribes the study of all life processes in the unity of the general, the particular and the individual, “I am a concept” was adopted as a methodological construct in the study of the psychology of a doctor’s personality and his professional development. This made it possible to implement a holistic approach in the analysis of the psychological structure of the individual, as well as to focus on the subjective activity of doctors, i.e. represent the dialectical relationship between general and specific human properties at the experimental level and theoretical interpretation.

Research methods. The work used a set of methods for preparing and organizing the study ( theoretical analysis literature on the problem; generalization of domestic and foreign work experience; system-structural analysis; modeling); for the purpose of collecting information (questionnaire; press survey; interview; conversation; observation; content analysis; expert review and self-esteem; scaling; psychodiagnostic techniques; rating); for processing and interpretation of data (mathematical processing on ES - SM 1420 according to a program that includes the calculation of average values of characteristics; correlation, factor and cluster analysis of variance).

The sample population of the study was 200 people, incl. 680 doctors and 1300 patients in Donbass.

Reliability and validity scientific results and conclusions are ensured by the clarity of the initial methodological portions, a set of methods adequate to the goals, objectives and subject of the study, confirmed experimentally.

Scientific novelty and theoretical significance of the study.

It has been established that the psychological characteristics of the personality of doctors that determine their phenomenology include: self-criticism; not expressed positivity of the integral “I”, self-esteem, autosympathy; orientation towards a positive attitude towards oneself from others; high level of self-interest; average level of sociability; emotional stability and endurance; adequate self-esteem and realism; average level of gullibility, etc. -

The self-concept of doctors is generally positive and tends to increase in positivity with increasing experience. The level of positivity in the perceptions of rural and urban doctors is based on different centrations. The former are provided with more effective components of their “I” (attitudes and expectations of a positive attitude towards themselves from others, self-acceptance, self-interest, self-esteem, etc.). City doctors, on the other hand, support positive self-attitudes with self-consistency, self-respect, self-interest, self-blame, etc., i.e. cognitive and behavioral components of the self-image.

A system-structural approach to the study of the personality and professional activity of a doctor has been implemented. Factor analysis of personal properties and the level of implementation of components of professional activity by doctors made it possible to identify the state of psychological readiness of the personality of doctors and indicators of the effectiveness of their professional activity. In all the factors that ensure success in a doctor’s work, indicators of excitability, tension, anxiety and neuroticism play a negative role and negatively affect the doctor’s psychological involvement in his professional activities.

The professional readiness of the doctor was substantiated as an integral quality, reflecting an emotionally positive attitude to the activity and the state of the doctor’s adaptation to professional activity, which, in turn, made it possible to highlight. system of indicators" (professional interest, professional self-awareness, professional vocation, professional orientation, authority) and develop diagnostic methods that make it possible to record external and internal (psychological) dominant manifestations of readiness.

The process of formation of readiness is considered as a goal of optimizing the professional development of a doctor. It was discovered that such personality traits of an authoritative doctor, such as attentiveness, kindness, interest in the matter, fairness, and a general high cultural level, have a positive impact on patients. It has been established that the personal and professional qualities of a doctor and his professional skills are the basis of his authority. During the study, data was obtained about highly appreciated sick skills of a reputable doctor

take into account the psychological characteristics of patients. It was found that the self-esteem of authoritative doctors is adequate, but somewhat underestimated, while the self-esteem of non-authoritative doctors tends to be overestimated.

The feasibility and effectiveness of implementing certain psychological and pedagogical conditions for the formation of individual experience of creative activity among doctors has been proven. Their use in the system of advanced training of doctors and the educational process of medical universities will ensure an increase in the creative potential of future specialists, strengthen the individual’s desire for self-development and self-improvement, and create the prerequisites for the formation and development of the holistic personality of a new type of doctor. In addition, the acquired experience in creative activity will significantly improve the preparation of doctors for their upcoming professional activities. The results obtained create a scientific and psychological basis for determining prospects in the development of the psychology of the doctor’s personality, and are also a contribution to the new psychological direction of ecmeology - the development of productive models of doctors of various specialties, optimization of their professional training.

Practical significance of the work. The results of the study can become theoretical guidelines when implementing a number of practical problems: drawing up the qualification characteristics of a doctor; assessment and certification of a doctor; consulting a doctor in case of difficulties; building a program of self-education and self-education for individual doctors and a team of doctors; determining the forms, methods and content of advanced training for doctors and the implementation of their continuing education.

The research materials can be used in the professional orientation of schoolchildren to become doctors.

Approbation and implementation of research results into practice. The main provisions and results of the study were discussed at meetings of the departments of pedagogy and psychology of the Kaluga Pedagogical Institute. The dissertation material was presented at the Scientific and Practical Regional Conference on the problems of restructuring professional activity (Lugansk, T991), psychological readings Russian Academy management (1992). Dissertation materials

Provisions for protection.

The state of a doctor’s psychological readiness for professional activity is determined by the basic (in particular, characterological) and programming (motivational and intellectual) properties of the individual, with the leading role of the individual’s active-positive attitude towards himself as a specialist, reflecting the formation of self-awareness.

The structure of professional self-knowledge of doctors with a positive attitude towards the medical profession (high, medium, low levels) is characterized by integrity and complete coherence.

The interaction of procedural and substantive in the professional self-knowledge of doctors is manifested: I) in the progressive development of all substructures (high level); 2) in the progressive development of cognitive and emotional, 8 partial - volitional substructures (average level); 3) in the partial development of cognitive and emotional substructures (low level); 4) in partial cognitive development (very low level).

The formation of professional aspects of the “self-image” in the course of professional activity and self-education is ensured by developing the doctor’s ability for self-observation, reflection, introspection and self-control in the process of modeling professional situations, including methods of direct and indirect knowledge of one’s own activities.

An indicator of the development of a doctor’s professional self-knowledge is his ability to adequately and differentiatedly understand his own actions in accordance with the normative model of his professional activity.

The defining property of the professional orientation of a doctor’s personality is wildness, i.e. its ability to be restructured based on internal conditions. The main condition is the professional activity of a doctor. The level of professional activity of a doctor is determined by a number of factors: the dominant connection of professional orientation with gnostic,

creative and reflexive skills and emotional qualities of the individual; a positive emotional background of the process of professional activity, in which overall satisfaction with work is determined by satisfaction with the content of work, results, and the process of activity itself; the presence of developed motivation for activity at all stages of professional self-determination and the formation of authority (when choosing a profession, when mastering it, when assessing professional prospects).

Assimilation by doctors of knowledge about the specifics of their activities and the characteristics of their personality from the position of professional orientation allows them to form an adequate idea of the professional activity of a doctor, the requirements for his personality and professional skills. Professional skill is a concentrated indicator of the personal and active essence of a doctor, determined by the measure of the implementation of his professional and civic maturity, responsibility and professional duty. It consists of a set of general cultural, special and psychological knowledge, skills in high level productivity in solving professional problems.

Developed methodology for comprehensive study individual characteristics the personality of doctors allows for differential diagnosis of their psychological readiness for professional activity and creative growth?.

Readiness for professional creativity is the most integral quality of a doctor’s personality. The structural components of readiness for professional creativity are professional orientation (goal setting, motivation, ideals), professional self-awareness, professional thinking (synthesis of heuristic and logical thinking), diagnostic culture, ability to forecast, cyproization, technological innovation.

The gradual nature of the formation of the experience of creative activity, resulting from the essence and dynamics of its formation, makes it possible to ensure timely control and correction in the development and formation of the creative individuality of a young doctor. In this case, the individual psychological characteristics of the doctor’s personality influence the intensity and quality of the process of forming the experience of his creative activity.

At each stage of a doctor’s professional development, conditions are created for his creative professional self-expression. External conditions include professional focus on developing readiness for professional creativity, orientation this process on the individuality of the doctor, taking into account professional aspirations, the need for self-knowledge, self-control, self-affirmation and self-creativity in all types of his work.

Internal conditions (i.e., depending on the doctor himself) include: a) and idiv: 1dual features of memory, imagination, thinking; b) enpathy, which arose on the basis of emotional identification with the personality of the patient and the medical team; c) sociability and! *culture of communication; d) the ability to self-control and evaluate one’s activities, forecasting as a way of selling the results of one’s activities.

Structure of the dissertation. It is determined by the objectives and logic of the study and consists of an introduction, two chapters, a conclusion, a summary of the literature and applications.

Basic sode.saanke diseortation

About the starting point for studying the problem of personality psychology of a doctor, as well as the conditions for the formation and perfection of knowledge, we took the methodological characteristics of the subject of personality psychology given by Leontyev A.N. (1987). From this point of view, the zrshtiya progs;g1 personality is an exploration of the place of the person-yae, behind him;: I sistome ebschostgeapls of connections, communications that open to him” this is the exhaustion of what, for the sake of which he uses the person innately and acquired by him ( traits of temperament, other typological properties, acquired skills, skills, etc.). That for refers to the external gap, and the obg^ktistp.-! to satisfy human needs.

Deploying the Oyzeopisiannuz Methodol

personal honor; 3) study of typological properties of personality; 4) study of the motivational foundations and psychological involvement of doctors in professional activities.

Secondly, specific conditions were identified that ensure the professional development of the doctor’s personality: the formation of professional orientation, professional interest, professional vocation, authority and experience of his creative activity.

A general description of the structure of activity serves as the basis for studying the professional activity of a doctor’s personality.

Professional medical activity usually consists of diagnostic, therapeutic and preventive activities (according to V.P. Andronov, 1992). Diagnostic activities include the following actions and operations: drawing up a plan for examining the patient, taking into account the necessary and sufficient volume of data obtained and the optimal sequence of examination activities; collection, analysis and evaluation of anamnestic data; selection and implementation of adequate and gentle examination methods; analysis and assessment of data from clinical, laboratory and instrumental examination methods, etc. Medical activities include: provision of first medical aid in emergency conditions; determination of indications for emergency surgical or therapeutic intervention; drawing up a treatment plan; determination of treatment tactics and a set of therapeutic measures; determination of indications and contraindications for various methods and techniques of treatment, etc. Preventive activities include: identification and elimination of pathogenic factors in the environment and the human body, carrying out preventive and health measures, medical examination, etc.

In general, medical activity corresponds to the following logic: identification of the syndrome and symptoms - identification of the most important anutrisydromic symptoms - identification of a general pathological process - determination of the etiology and nature of this pathological process - differential diagnosis of similar nosological units - diagnosis of a specific nosological unit - determination of treatment tactics - treatment - implementation of preventive measures .

Professional medical activity is mediated by the professional thinking of the doctor. Therefore, professional medical thinking should be considered as an ideal reproduction of real medical activity, i.e. diagnosis, treatment and prevention of diseases.

In his clinical activities, a doctor primarily solves all professional problems. The most common types of professional medical tasks are: differential diagnostic, therapeutic (determined strategies and choice of treatment tactics), preventive (building a plan of preventive measures), analysis of diagnostic and treatment-tactical errors.

The content of professional activity is determined by the very specifics of the medical profession, which involves interactions built on a subject-subject relationship. Moreover, the nature of these relationships, the development of which must be managed by the doctor, is structured in such a way as to maximally mobilize the patient’s internal resources, strength and will for a successful recovery, without which it is extremely difficult to carry out the treatment process.

Describing the structure of pedagogical activity, N.V. Kuzmina (1967) identified five components: gnostic, design, constructive, communicative, organizational. These components can be attributed to almost any other profession. They are part of the activities of the engineer, agronomist, doctor, and researcher. In relation to the medical profession, the most important component of activity is gnostic skills.

The need for an in-depth study of the dependence of professional skill on the personal characteristics of a specialist, the insufficient development of this problem of psychological science made it possible to pose the following research problem - improving professionalism and increasing the level of productivity of a doctor based on the development of the doctor’s personality characteristics that determine his skill.

When studying the professionally specific personality traits of doctors, we proceeded from the fact that the doctor acts as a holistic person, but his professional activity makes a number of specific demands on him, forcing him to develop certain personal qualities as professionally significant individuals.

cleaned The complex of such professional and personal qualities is quite wide. In addition, different studies reveal different concentrations, depending on the whole and the tasks that were set in them.

It is noteworthy that many authors of scientific publications on the problem of the doctor’s personality (A.P. Gromov, )988; I.N. Gurvich, 1981; 11.I.Zhukova, 1990, etc.) the levels of development of the studied personality traits of doctors are associated with indicators of the most complex process of their socialization, allowing them to successfully realize their social role.

Based on the purpose of this study, we limited ourselves to studying and analyzing the level of manifestation of those personal qualities and properties of a doctor, which, being social in nature, most adequately reflect his psychology as a professional. Typological personality traits of doctors were also examined. At the same time, the study of the entire complex of typological properties of the doctor’s personality was not carried out, but those of them that characterize their individuality in a professional sense and at the same time have a significant impact on the manifestation of their psychology were examined. Thus, the results of a study of doctors’ self-attitudes gave certain assumptions about the content of doctors’ ideas about themselves, which are then transformed into affective and behavioral components of the personality.

Significant differences in the integral “I” are found between rural and urban doctors (p/.0.1). Rural doctors have a lower integral feeling “for” their “I” than urban doctors. Analysis of this situation leads us, first of all, to the social nature of the doctor’s “I”.

It is noteworthy that doctors with work experience from 5 to 10 years showed lower “for” their “I” than doctors with work experience of up to 5 years (p.^0.1), They are expressed in indicators 11.0 and 10.7 points. Apparently, the effectiveness of preparing graduates of medical universities for practical work, including the level of psychological training, is insufficient. Graduates of medical universities, not receiving the required level of professionalism, project insufficient competence onto their “I” and cause a negative tendency in self-esteem. It is alarming that this trend is intensifying; the indicators “for” their “I” among doctors with experience

work from 5 to 10 years e\e falls more. It is no coincidence that it was during this period that the greatest “dropout” of doctors who were disappointed in their choice of profession was observed. A significant part of them began to engage not in medical work, but in administrative, sanitary and hygienic, etc.

However, what remains to work is that he is not an accidental person in medicine, but a doctor by his vocation, who can subsequently become a master of his craft. And indeed, the indicators “for” one’s “I”, starting with doctors with work experience from 10 to 25 years, are increasing. At the same time, at the maximum level (p ^ 0.1), the indicators of doctors with work experience from 5 to 10 years and from 10 to 15 years differ. The latter have significantly higher scores for their “I”. They are highest for 1" employees with work experience of 20-25 years.

It was revealed that the integral “I”, self-respect, autoskshta-tia, self-intros, expected attitude from others absorb 38 significant correlations of doctors’ self-attitude out of 80 available. 42 significant correlations account for the other 7 factors reflecting the level of internal actions in ad-grossing of oneself or readiness for such actions.

The level of self-attitude “for” the integral “I” of doctors is generally positive. Indicators of the level of self-attitude in terms of the expected positive attitude of others, self-interest, self-esteem and auto-sympathy are especially important in maintaining the self-concept of doctors at a positive level.

Based on the multidimensionality of self-attitude and the additivity of global self-attitude, which makes a decisive contribution as a whole to the doctor’s self-concept, we can state the fact that it is maintained at a level of positivity and high levels of expectations and attitudes regarding self-confidence, expectations of the relationships of others, misunderstanding, self-consistency, self-guidance And

Understanding the self-concept “as a dynamic set of attitudes characteristic of each personality, aimed at the individual itself,” suggests that the doctor’s self-concept comes from a positive attitude towards oneself, self-respect, and self-acceptance.

The internal contradictions of the doctor’s self-concept are characterized by the interpretation of individual experience, which in its entirety and in the most generalized form is expressed in the doctor’s self-assessments and self-attitudes.

Self-esteem and the positivity of a doctor’s self-concept increases depending on his work experience. Increased self-esteem and positive self-concept of doctors is associated with the accumulation of work experience. The latter does not mean that over time the level of aspirations among doctors loses its meaning. However, the emphasis on the success of their activities is indicated more clearly, changing the standards and values against which doctors evaluate their success in work, which will be more carefully outlined below, based on materials from a study of the motivational foundations of doctors’ activities.

In the case of an increase in the level of aspirations, with a limited opportunity to achieve success, due to some loss of personal and professional competence, as well as a number of other socio-psychological, psychophysiological reasons, the level of self-esteem and positive self-attitude of doctors decreases, which is confirmed by indicators “for” the integral “I” doctors with over 25 years of experience.

A thorough analysis of the results of doctors' self-attitude shows that the importance of any aspect of doctors' attitude to their own personality cannot be underestimated. Convincing proof of this is that all components of the integral “I” of doctors are in correlation relationships, and 9 of the II self-relationships are at the level of positive (h - 0.01) dependencies. One should not ignore the negative correlation between self-blame and the doctor’s integral “I” (-0.45 at h ■ 0.01).

Among the special factors that influence the manifestation of self-attitude and the doctor’s self-concept in general include the following factors: regional. expressed in the professional competence of the doctor (poor training in medical universities and medical institutions; backwardness of the material and technical base of clinics and hospitals (especially in rural areas); insufficient information due to lack of scientific and methodological literature, etc.").

From the results of a survey of doctors using R.B. Cattell’s 16-factor personality test, the dissertation interprets only 10 factors that have a significant impact on the doctor’s self-conception.

The interpretation of doctors' indicators depending on their work experience proves that the sociability of doctors is at the level of average ratings. However, significant differences in sociability (p< 0,10) между врачами со стажем работы до 5 лет (5,54) и от. 5 до 10 лет (5,7) свидетельствуют о возрастающей аффектомии в первые годы их работы. Вместе с тем, у врачей со стажем работы от 10 до 15 лет устойчивость к аффективным переживаниям возрастает, что выражается в некотором снижении оценок по фактору общительности (5,29). В дальнейшем, с увеличением стажа работы (от 15 до 25 лет), у врачей оценки уровня общительности стабилизируются (5,1), находясь в пределах средних оценок, обеспечивающих устойчивость к вовлечению в состояние аффекта.

Indicators of emotional stability of rural and urban doctors do not differ significantly. At a reliably significant level, there is a decrease in the level of emotional stability of doctors regarding dependence on the work herd: the longer the work experience, the lower the emotional stability becomes, remaining, at the same time, at the level of average values. This gives us reason to believe that the strength of the doctor’s “I” (although it remains positive) is negatively affected by increasing psychological involvement in the activity, causing a decrease in the threshold of mental activation of the doctor and the accumulation of fatigue. With increasing work experience, multifaceted and intense professional activity, the ever-increasing social order of society contributes to the fatigue of the neuropsychic sphere of the doctor.

In modern conditions, a doctor has to work at the expense of mental reserves. Emotional stability, which is additive in nature, is reduced.

Doctors do not lose their sense of self-control, but it should be noted that maintaining the strength of the “I” and the emotional stability of doctors with extensive work experience is achieved through frustration tolerance - accumulated over the years and especially actualized in their activities after 15 years of work.

It is noteworthy that among doctors with more than 25 years of work experience, personality resistance to the effects of adverse life factors increases. But it is precisely for this group of doctors that their motivational and value orientations acquire special importance.

The personality of a doctor can be formed subject to a certain development of each of them: some personality traits of doctors, . such as sociability, self-control, social courage, independence determine their behavioral components; others (dominance, gullibility, confidence. - attitudes towards one’s “I”; others (emotional stability, social maturity, excitability, tension) - emotional-volitional components of the doctors’ self-concept, etc.

The correlation analysis of professionally significant personality traits and the self-attitude of doctors, presented in Table I, also indicates the additivity of the self-concept.

Thus, of the 41 correlation errors identified, 22 were negative and 19 were positive. Based on the results of the correlation analysis, it can be assumed that for a more positive I-koktsesh;:sh of a doctor, the following are needed: greater strength of the “I” (emotional stability); expressed independence (dominance); less suspicion (gullibility); higher level of self-control.

Personal concentrations in the professional activities of rural and urban doctors based on! coincide, with the exception of accentuations on some of them 8 of the process of practical work, namely: dominance, social maturity, excitability, tension - by rural doctors; sociability, “social courage, trust, confidence and independence - by city doctors.

Depending on the length of work, the studied personality traits of doctors also manifest themselves, but in the same way. Thus, sociability, emotional stability, dominance, confidence, self-control, excitability and tension steadily increase until 15 years of work, and then some of them stabilize and remain almost at the same level (self-control, confidence, etc.); others weaken (emotional stability,

Correlations between self-attitude and professionally significant personality traits of a doctor

I1) Self-Relationships, “Communication-1 Tel-Emotion-Domi-|Social;

pp: experience and place! cash. ! Nant->Naya

doctors' work! 1stability 1stability-»-|vost, steadiness; mature

I. Length of work -0.3 -0.34 -0.04 0.3х

2. Place of work -0.17 0.10 0.45x* 0.16;

3. Integral "Yan" 0.05 0.07 -0.25x -0.9

4. Self-esteem -0.04 0.07 -0.21x -0.03

5. Autosymlatia 0.07 0.03 0.04 -0.17

6. Expected ratio - 0.23x

tion from others 0.02 0.07 -0.05

7. Self-interest 0.03 -0.09 -0.05 -0.09

8. Self-confidence 0.09 0.16х* -0.11 -0.03

9. Attitude of others -0.03 0.09 -0.25x 0.02

10.Self-acceptance 0.C6 0.01 -0.05 -0.12

II. Sakoposledova - 0.17хх 0.01

efficiency -0.06 -0.09

12.Self-blame -0.09 -0.07 0.04 0.14

13. Self and "^ are; 0.04 -0.03 -0.21x -0.11

I "..Sachopokdaanie 0.03 -0.13*** 0.12 -0.07

j) ¿- = 0.01; xx) c = 0.05;

"Social-!Doeer-"UEv- -Self- Self- "Excitable |chivo- !ren- "standing-"con- ) ability, !courage. ¡|| there are 1

0.06 0.04 0.15хх -0.01 -0.05 -0.44х

0.21 0.53 0.34 -0.46 0.02 0.19x

0.09 0.29 -0.11 0.04 0.13xxx 0.01

0,02 -0,23 -0,04 -0,11 0,26 0,04

0.09 -0.04 -0.25х -0.02 0.06 0.15хх

0,10 -0,23 -0,13 0,12 0,08 -0,01^

0.04 -0.06 -0.01 -0.06 -0.04x o, yuhh

0.04 -0.15 0.09 -0.11 0.31х 0.15хх

0.06 -0.23x_0.03 -0.02 0.24x 0.01

0.10 -0.12 -0.21х 0.01 0.11 0.11

0,04 -0,10 0,12 -0,16 0,12 0,06

0,11 0,11 0,13 -0,07 0,07 -0,10

0.03 -0.21x-0.10 0.16 -0.04 -0.05

0.06 -0.14xxx 0.06 0.01 0.07 -0.03

XXX; c"3 = OD.

excitability, tension, dominance); still others again manifest themselves in even greater meanings (consciousness, social courage, independence).

The features of the personality psychology of doctors that determine their phenomenology include: predominant internality; self-criticism; not expressed positivity of the “integral “I”, self-esteem, autosympathy; orientation towards the positive attitude of others; high level of self-interest; average level of self-confidence, etc.

The paper provides an analysis of the evolution of views on the categories of readiness for professional activity. The formation of readiness in the dissertation is considered as the goal of optimizing the professional development of a doctor.

The developed apparatus for a comprehensive study of a doctor’s personality made it possible to carry out a differential diagnosis of their psychological readiness in order to implement a personal approach to their professional training (V.L. Yarischuk, K.K. Platonov). The cross-sectional method (comparative method) was chosen as the principle for organizing the study, the advantage of which lies in the possibility of quickly obtaining a large amount of empirical data and constructing on their basis so-called syndromes of states and personality traits that characterize certain types of life and professional activity (B.G. .Ananyev).

The general conclusion about changes in the motivational, intellectual and characterological components of psychological readiness is that the process of professional development occurs non-linearly and heterochronically. The relationship between the components of psychological readiness and professional success

the activities of doctors and with expert assessments of their professional development at different age periods was determined on the basis of correlation and regression analysis. The results of the analysis revealed differences in the structures of these relationships. At the same time, the greatest positive relationship with success in professional activity and with expert assessment at all stages of professional development are: among intellectual indicators - logical thinking; among characterological ones - realism, practicality, emotional stability, accuracy, commitment, isolation; Among the motivational ones are the attitude towards the profession, towards oneself and towards research activities. An increase in the connection between indicators of subjective attitudes of doctors and the expertly assessed level of their professional development was discovered.

Content analysis of the content of answers from doctors of different specialties in the “attitude towards oneself” block allowed us to identify four types of orientation (classification according to E.P. Korablina, 1990): I) specific orientation towards the medical profession; 2) a general focus on business, related to the implementation of a specific task; 3) focus on personal achievements and satisfaction of personal needs; 4) situational orientation, which determines either an orientation towards increasing the level of productivity of professional activity, or reflecting an uncertain attitude towards one’s future. Based on this, four groups of doctors were identified, differing in the type of attitude towards themselves as a specialist, conventionally called “professionals” (the first type of focus), “generalists” (the second type); “individuals” (third type), “situational” (fourth type). The percentage distribution of doctors among these groups showed that the groups of “professionals” (PP) and “generalists” (U) increase among doctors with 10-15 years of experience; the group of “individuals” (I) decreases, the percentage of the group “situational” (S) remains at the same level. From this we can conclude that the number of doctors focused on mastering a high level of professional skill is increasing.

The conducted research made it possible to identify a fairly wide variety of doctor’s personality traits that can be considered

Factor analysis made it possible to identify groups of personality traits of doctors (according to L.L. Lytneva, 1989), most closely related to his authority among patients. The total awareness of the four identified factors is $67.4. Analysis of the identified factors and content analysis of patients’ judgments showed that the doctor’s personality traits have only a general psychological meaning. All of them are filled with functional content characteristic of the social role of the doctor and act not just as traits of his character, but as features of his gnostic and blasphemous activity.

To highlight the most significant characteristics of a doctor’s activity related to his authority among patients, a factor analysis was carried out, which led to the inclusion of five factors with a total information content of 87.3%.

I factor (d4=< 32,4$) условно назван "уровень профессиональной деятельности врача", т.к. объединяет о себе показатели, характеризующие осознание врачом цели деятельности, структуру профессиональной деятельности и ее результативность. П фактор (» 21,7%)-включает показателя, определяющие профессиональную направленность личности врача. ¡11 фактор с шфорыативностья

$18.5 summarizes the mix, characterizing the doctor’s professional training and activities. The doctor’s experience was singled out as an independent 1U factor, which has a structure (4 ®> 9.8 $. Factor *> 5.6%) indicates the consistency of communicative

The work carried out a qualitative analysis of the identified factors and their relationship with the authority of the doctor. The results of the study made it possible to characterize three levels of doctors' activity - low, medium and high. Comparative akahiz showed that a high level of authority characterizes doctors with an average level of activity, and not a single doctor with a low level of activity has a high socio-psychological status.

Moreover, 79% of patients named the doctor’s authority as one of the most interesting. An authoritative doctor has the greatest influence on the formation of interest in the course of treatment, and by influencing interest, he increases the patients’ interested attitude towards their health status, which contributes to increased:® their health.

A correlation analysis of the connections between indicators of patients' interested attitude towards health made it possible to identify a direct positive connection between this process and the average assessment of personal qualities (Iy "0.49) and the skills of an authoritative doctor (L" - 0.38). Direct positive connections were revealed between the professional skills of a doctor and indicators of influence on the interested attitude of patients towards health ((* * 0.3). The critical value of the sample correlation coefficient is Р about 0.23 at ^ - 0.05; Г* « 0.30 at ¿-0.01.

The results of the analysis indicate that the attention of patients to their health, formed by an authoritative doctor, is the result of the influence of both his personal and professional properties, and professional skills. However, despite the importance of a doctor’s personal qualities in shaping interest in treatment, a doctor’s professional qualities and skills play an important role.

Of interest are the results of self-assessment of the motives for doctors’ satisfaction with their professional activities. They show that reputable doctors have a higher developed need for professional activity, the ability to settle down to work they love. At the same time, in their work they see less opportunity for self-improvement, they feel more dissatisfaction with the results of their work, they are more worried about the monotony of work, more they feel nervous fatigue.The reasons for this lie in a more strict analysis of their shortcomings and in diseases with high demands on patients with respected doctors.

The study made it possible to determine the main factors influencing the formation of a doctor’s authority. These include: I) a high moral level of development of the Arecha personality; 2) deep knowledge of their business; 3) an informal approach to performing one’s duties; 4) a positive attitude towards patients and the desire to communicate with them; 5) individual city of OHSSD and le-

based on deep knowledge of each patient; 6) high level of general culture; 7) high level of professional skill of the doctor.

The main means of maintaining authority are: I) tireless concern for raising the moral level; 2) maintaining tact when solving various health-improving tasks in the process of interaction with patients; 3) improving professional skills.

It was revealed that an increase in professional length of service (experience) does not directly affect the formation of the doctor’s ability to adequately understand the patient’s personality. Professional patient cognition skills are almost never spontaneously formed. High motivation for the professional activity of a doctor is a necessary, but insufficient condition for the formation of these skills. Showing™ existence for: balance (but not harsh) between the individual psychological characteristics of the doctor himself and the adequacy of his knowledge of the patient’s personality. Some specific professional stereotypes have been identified that influence the doctor’s knowledge of the patient’s personality.

It has also been established that the discrepancy between a doctor’s existing professional abilities and the requirements of his profession almost inevitably leads to stress and overwork, and, of course, to dissatisfaction with work in a given workplace. The discrepancy between expectations and the real conditions and nature of professional activity, in turn, entails frustration stress and the activation of personal professional defense mechanisms. The discrepancy between “personal” values, actual motives and goals of activity gives rise to “motivations” of various kinds of “substitution” in relation to the actual content of labor, etc.

It has been proven that important professional components come to the fore. An integrative and component-by-component examination of doctors’ readiness for professional activity made it possible to identify the main reference points and the main factors determining such readiness. They formed the basis of the developed system of advanced training for doctors by developing their professional orientation, professional interests, professional attractions, increasing their authority, and developing experience in creative activities. Such preparatory work created the prerequisites for considering the problem of modeling professional

situations and the development of a structural-functional model of professional activity.

It has been determined that the development of professional self-knowledge of a doctor’s personality contributes to its effective formation as a subject of professional self-improvement. The central psychological education that determines the effectiveness of this development is the ability of the doctor’s personality to differentiate the difficulties encountered in the process of professional activity.

Readiness for professional creativity of a doctor is defined in the study as a multidimensional, multi-level personality characteristic, including a system of needs, motives, psychological qualities, attitudes and states, professional knowledge, skills and abilities that allow one to successfully carry out professional activities. The motivational-value attitude towards professional activity is of particular importance. In the structure of this relationship, the core education is professional orientation. It is a connecting link in the relationship between psychological, theoretical and practical readiness.

Experimental work confirmed the working hypothesis that the formation of readiness for professional creativity of a doctor is due to the functioning of such components as the ability to set goals, improvisation, combination, reflexivity, predictability, generating the need and ability of innovation.

In the conditions of professional training of future doctors, there is a real opportunity to use creativity as a motivating force for the independent acquisition of knowledge and its creative application. With this approach, the future doctor acts as an organizer of his own activities to form knowledge and master methods of creative activity. And this presupposes a constant reorganization of the educational process on a diagnostic basis.

The conducted research confirmed the initially put forward hypothesis, research objectives and theoretical principles put forward for defense.

The results are the same. Oretic-expert research allowed us to formulate a number of practical recommendations regarding the optimization of the professional development of a doctor’s personality. The effectiveness of the formation of a doctor’s professional self-knowledge can be ensured by: expanding the information basis of activities, introducing active forms and methods of work, which provide an opportunity for a young specialist to gain maximum information about his professional and practical activities from his own experience; stimulating the cognitive activity of the individual, aimed at improving oneself as a subject of work, cognition and communication, developing the skills to observe, record, analyze and generalize one’s own experience; taking into account the specifics of professional activity, the very essence of which opens up wide opportunities for self-correction and self-improvement. It is only important to teach the future specialist to develop criteria for determining the productivity of his work; overcame the psychological barriers that stand in the way of adequately assessing the activities of young specialists.

In the process of adaptation, young doctors have a level of pr.; ,substantial claims are gradually freed from diffuseness, gravitate towards relative certainty, remaining inadequate. This circumstance is particularly alarming, since an inadequate level of professional aspirations can cause young doctors to develop a lack of initiative and lack of principles, can reduce their desire to improve professionalism in a particular type of work and become an obstacle to the formation of a professional position among doctors. Therefore, it is important not to lose sight* of the process of formation and development of the level of professional aspirations of doctors.

To change the level of aspirations of medical students and doctors, it is necessary to change their ideas about themselves as professionals. The level of professional aspirations can be formed, and, if necessary, changed with the help of a program-targeted system of advanced training, in which it is necessary to take into account the age, individual and professional characteristics of students and doctors.

When working with doctors with an inadequate level of professional aspirations, it should be taken into account that a change (decrease) in

whose level of aspirations is much more difficult to change (increase) a low level of aspirations. It is also necessary to keep in mind that doctors with a high level of professional aspirations in situations of frustration, in order to maintain the previous level of aspirations, more often use the psychological defense mechanism of rationalization than other doctors.

The conducted research opens up new perspectives for studying the psychology of the doctor’s personality and his psychological readiness for professional activity: clarification of the structure and content of the doctor’s professional abilities; experimental study of the psychological characteristics of doctors of various specialties (therapist, surgeon, urologist, etc.) using methods that diagnose the functional and psychological characteristics of professional abilities; - compilation of a systemic occupational chart and psychogram of the profession being studied, etc.

1. Experience in restructuring the activities of personnel in a new political situation. - M., 1930. - 124 p. (and co-authorship).

2. Psychological prerequisites for the professional development of a doctor. - Kaluga, 1992. - 25 p.