DEVELOPING THE MECHANISM OF PSYCHOLOGICAL INDUCTION IN MEDICAL STUDENTS
Keywords:
psychological induction, professional identity, emotional competence, medical education, ethical culture, model, pedagogical conditions
Abstract
The article presents a theoretical justification and a conceptual model for developing the mechanism of psychological induction in medical students as an effective means of fostering professional identity, emotional competence, and ethical culture in future physicians. The relevance of the study is driven by the growing significance of affective and value-based components in medical education, as well as the insufficient theoretical and pedagogical exploration of the phenomenon of psychological induction. The article aims to design a conceptual model of psychological induction, define its structural components, identify pedagogical conditions for its implementation, and outline the expected outcomes. The research methodological framework is grounded in systemic, competency-based, and humanistic approaches, as well as concepts of social learning, reflective pedagogy, and narrative medicine. The proposed model integrates four interrelated components (cognitive, emotional, behavioral, and reflective), which enable profound value-emotional transformation during students’ professional formation. The article defines key pedagogical conditions that support the model's effectiveness: a safe educational environment, a person-centered and humanistic teaching style, emotionally rich instructional methods, development of reflexivity, and the creation of moral choice situations. Strategies for implementing the model into educational practice are proposed, including integration into academic disciplines and modules, redesigning pedagogical interactions, faculty training, and methodological support. Expected outcomes of the model’s application are outlined, and potential limitations are identified. Prospects for further research involve empirical validation of the model’s effectiveness and its adaptation to various educational contexts in medical training.
References
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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].
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-zrozu-miti-paciyenta/ [in Ukrainian].
3. Zadorozhna, O. (2024). Rol osvitnoho seredovyshcha universytetu v formuvanni human- istychnykh 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 stu- dentiv-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 [Psycho- logical 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), Arti- cle 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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Published
2025-09-05
How to Cite
Yevtushenko, Y. (2025). DEVELOPING THE MECHANISM OF PSYCHOLOGICAL INDUCTION IN MEDICAL STUDENTS. Scientific Journal of Polonia University, 70(3), 93-104. https://doi.org/10.23856/7012
Section
LANGUAGE, CULTURE, COMMUNICATION
