Theoretical substantiation of the structural-level model of a doctor's emotional competence

The subject of the study is a comprehensive analysis of the structural and level characteristics and determinants of a doctor's emotional competence in the context of professional medical activity. The research covers a systematic study of the component composition of emotional competence. The purpose of the study is to develop and provide a comprehensive theoretical justification for a structural and level model of a doctor's emotional competence that adequately reflects the specifics of his professional activity and is aimed at optimizing therapeutic interaction. The research aims to conceptualize emotional competence as an integrated system that determines the effectiveness of professional communication, the quality of diagnostic and therapeutic processes, and contributes to the prevention of burnout syndrome. Achieving this goal involves identifying the system-forming components of the model, establishing their hierarchical relationships, and identifying a set of determining factors that ensure the progressive development of emotional competence throughout the doctor's professional career. The research is based on competence-based and integrative approaches. The methods of research were a systematic analysis of scientific literature, conceptual and comparative modeling, as well as a secondary analysis of empirical research data on the problems of burnout, stress tolerance and emotional intelligence among doctors. A structural-level model of a doctor's emotional competence integrating three hierarchical levels was developed and theoretically substantiated: cognitive-reflexive (ability to identify and analyze emotions), personal-situational (skills of adaptation and regulation of interaction) and value-communicative (ability to create a therapeutic alliance). The complex of determining factors (individual psychological, professional, organizational) for each level is determined. The scientific novelty of the model is to overcome the fragmentation of existing approaches by presenting emotional competence as an integrated dynamic system. The results of the study provide a theoretical foundation for the development of programs in the system of continuing medical education aimed at developing emotional competence in accordance with the identified levels and determinants of their formation. The theoretical analysis confirmed the effectiveness of the structural-level approach to understanding the emotional competence of a doctor. The proposed model serves as a conceptual basis for improving the professional training and psychological support of doctors, which ultimately aims to improve the quality of medical care and preserve the mental health of medical personnel. The main limitation of the work is its theoretical nature, which requires subsequent empirical verification of the relationships between the model levels and their determinants.