This article presents a theoretical and methodological substantiation of the concept of "hygienic competence" as a key component of the professional training of future doctors in the context of modernizing medical education. The relevance of the study is driven by the need to transition from a knowledge-based paradigm to a competency-based approach, which requires a clear definition of the structure, content, and factors of hygienic competence formation among medical students. The aim of this work is a theoretical analysis and systematization of approaches to defining the essence of hygienic competence, identifying its structural components and formation factors within an innovative educational environment. The methodological framework is based on the competency-based approach, contextual learning theory, as well as integrative and systemic approaches to professional education. The research employed methods of theoretical analysis of scientific literature, pedagogical modeling, and synthesis of advanced pedagogical experience. The results of the study clarified the content of the concept "hygienic competence of a future doctor," defined its structure, which includes motivational-value, cognitive, activity-practical, and reflexive-evaluative components. The main factors of hygienic competence formation were identified and systematized: organizational-pedagogical, psychological-didactic, information-technological, and personal factors. Based on theoretical analysis, a structural-functional model for the formation of hygienic competence in the process of studying hygiene disciplines was developed. The practical significance of this work lies in the possibility of using the obtained results to improve the content and teaching methods of hygiene disciplines in medical universities.

hygienic competence, professional training, future doctors, competency-based approach, medical education, formation factors, hygiene disciplines.

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