Developing skills for clear and empathetic physician communication in medical students using artificial intelligence tools within the “Russian Language and Culture of Speech” course

Abstract

The study aims to develop, theoretically substantiate, and pilot-test a hybrid educational model designed to foster clear and empathetic medical communication skills in medical students by integrating artificial intelligence tools (virtual patients, speech analysis systems) into the “Russian Language and Culture of Speech” course. The article examines the didactic potential of integrating simulators based on artificial intelligence (AI), virtual patients, and speech analysis systems to overcome the deficit of communicative practice in mass education settings. The authors provide a detailed analysis of the key components of the proposed hybrid model, including the use of adapted virtual patients for practicing typical and complex clinical scenarios within a Russian-speaking context; the application of precision speech and non-verbal behavior analysis systems for objective and instantaneous feedback; and the role of generative analytics and adaptive trajectories in personalizing the learning process. Particular attention is paid to the methodological integration of AI tools into the structure of the “Russian Language and Culture of Speech” course, including modular lesson design, the transformation of the teacher’s role, and ensuring synergy between technological and pedagogical components. The article also considers practical aspects of testing the model at the RUDN University and the Bolashaq Academy, identifying advantages and limitations, as well as ethical, legal, and infrastructural challenges associated with implementing AI in medical education. The scientific novelty lies in the development and theoretical substantiation of a hybrid educational model that ensures synergy between precision AI simulators (virtual patients, speech analysis systems) and the transformed role of the teacher (as a data analyst, mentor, and expert) within a humanities discipline during the early stages of medical education. As a result, a structural-functional hybrid model has been developed and theoretically substantiated. Pilot testing of the model’s elements revealed its didactic potential, evidenced by increased student motivation and engagement, as well as an increase in the number of training attempts. Key conditions and risks for successful implementation were established, including the need to create representative corpora of Russian-language medical dialogues, bridge the digital divide, and comply with ethical and legal norms.

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