PREPARING FUTURE PHYSICIANS FOR INTERACTION WITH CHILDREN WITH SPECIAL NEEDS: A CLINICAL AND PSYCHOLOGICAL APPROACH

Abstract

The article addresses the preparation of future physicians for professional interaction with children with special needs in the context of contemporary medical education and special psychology. Particular attention is given to children with severe chronic dermatoses, for whom medical care involves not only the diagnosis and treatment of disease but also consideration of their psychological state, experience of pain, communication difficulties, social functioning, and the role of the family in long-term care. Epidermolysis bullosa is used as a model clinical situation that demonstrates the interrelationship between the clinical, psychological, and social aspects of a physician’s professional practice.

Aim of the study – to provide a theoretical rationale for a clinical and psychological approach to preparing future physicians for interaction with children with special needs and to develop a structural and functional model for its implementation in dermatology education.

Research methods: analysis and synthesis of scientific literature on medical education, special psychology, pediatric dermatology, pediatric communication, and family-centered care; analysis of current recommendations for the medical and psychosocial care of children with epidermolysis bullosa; systematization of physicians’ professional tasks; and pedagogical modeling.

Results. Four interrelated components of future physicians’ readiness to work with children with special needs were identified: clinical, psychological, communicative, and family-centered. A stepwise clinical and psychological case-based approach was proposed, involving a sequential transition from analysis of the clinical situation and formulation of a diagnostic hypothesis to assessment of the child’s psychological reactions, selection of an appropriate communication strategy, interaction with parents, and determination of the need for multidisciplinary care. The rationale for assessing the development of the relevant competencies at reproductive, analytical, practical-communicative, and integrative levels was substantiated.

Conclusions. The integration of medical education and special psychology in dermatology teaching contributes to the development of a more comprehensive professional readiness among future physicians to work with children with special needs. Epidermolysis bullosa can be used as a model clinical and psychological case for developing clinical reasoning, professional communication, a family-centered approach, and the ability to take the child’s individual needs into account.