Developing communicative competence of public health college students using the standardized patient method

Abstract

This article examines the pedagogical potential of the standardized patient method for developing communicative competence among Public Health College students. Establishing effective contact with patients, active listening, asking clear and purposeful questions, recognizing patients’ emotional states, explaining medical information in understandable language, and providing constructive feedback are essential components of professional healthcare practice. The standardized patient method enables learners to practise and improve professional communication skills in a safe educational environment closely resembling real patient encounters. The article discusses the adaptation of this method to Public Health College education, the development of realistic communication scenarios, the preparation of standardized patients, and criteria-based assessment of students’ communicative performance. Particular attention is given to the gradual development of active listening, empathy, verbal and non-verbal communication, appropriate questioning, patient information skills, and effective closure of professional conversations. The study also highlights the importance of structured feedback, self-assessment, and reflection after simulated encounters. This approach helps students develop confidence, professional communication culture, patient-centred interaction skills, and readiness for effective communication with different patient groups in future clinical practice and supports the integration of theoretical knowledge with practical professional communication skills.