PSYCHOLOGICAL AND PEDAGOGICAL FOUNDATIONS OF PROFESSIONAL COMPETENCE DEVELOPMENT IN FUTURE PHYSICIANS IN THE ERA OF ARTIFICIAL INTELLIGENCE

Abstract

The article substantiates the psychological and pedagogical foundations for developing the professional competence of future physicians in the context of digital transformation of medical education and the widespread adoption of artificial intelligence (AI). It establishes that integrating intelligent digital technologies into professional training requires reconsidering the content of medical education, modernizing approaches to competence development, and advancing AI literacy as an essential component of contemporary medical practice. Professional competence is conceptualized as an integrative system of knowledge, skills, professional values, personal qualities, and self-regulation mechanisms that ensure effective professional performance and evidence-informed clinical decision-making. A structural framework is proposed comprising clinicalcognitive, digital-analytical, ethical-legal, communicative, and reflective-regulatory components, with AI literacy serving as their integrative foundation. The use of generative AI should be grounded in critical thinking, evidence-based medicine, academic integrity, professional responsibility, and mandatory human oversight. Key psychological and pedagogical conditions include professional motivation, clinical reasoning, reflection, self-regulation, digital self-efficacy, simulation-based learning, clinical case analysis, formative assessment, ethical reflection, and transversal integration of AI literacy. Particular attention is given to critically evaluating AI-generated outputs, managing AI-related risks, and maintaining academic integrity. A conceptual model is proposed based on integrating the PDCA (Plan-Do-Check-Act) continuous improvement cycle with Kolb’s Experiential Learning Cycle. The model supports systematic planning, implementation, evaluation, and continuous improvement of education while promoting AI literacy, professional autonomy, academic integrity, and readiness for responsible, ethical, and safe AI use in clinical practice.