The Role of a Doctor-Teacher in the Development of Health Literacy of Medical University Students (Theoretical Analysis)

The article examines the role of a teaching physician in the development of health literacy among medical university students. Modern healthcare places high demands on the level of health literacy of both citizens and specialists. Since its introduction in 1974, the concept of “health literature” has gained central importance in research on disease prevention and improving the effectiveness of medical care. The aim of the work is a theoretical analysis of the impact of a teaching physician on the level of medical literacy of students, which is the basis for the formation of their professional competencies and readiness for effective clinical practice. The study used methods of system analysis, synthesis, and classification to reveal the characteristic features of health literacy and the for-mation of competencies among medical students in the learning process. The levels of health literacy (functional, interactive, and critical) are revealed, and the need for students to have each level of health literacy is justified in order to develop knowledge, skills, and abilities for personal and professional growth. The basic principles of a methodological nature are highlighted, ensuring an effective teaching and learning process at a medical university, and the professional model “I am a doctor-teacher” is presented. The importance of integrating the professional and psychological-pedagogical competencies of a teaching physician for the formation of a high level of health literacy among students is emphasized.