Improving the quality of foreign language training of pharmaceutical specialists using digital technologies in the context of advanced professional education

The problem and the aim of the study. The main problems of employment for Russian specialists in international pharmaceutical companies and their representative offices in the Russian Federation are insufficient level of foreign language training and digital literacy. At the same time, a prerequisite for the admission of a pharmacist to work in the framework of continuing medical education is the completion of advanced training courses. The purpose of the article is to study possibilities of using digital technologies for the development of the foreign language communicative competence of pharmaceutical specialists in the context of advanced professional education. Research methods. Experimental and search work is carried out within the framework of the strategic partnership between the Vyatka State University and the NANOLEK company (Russian Federation). The experiment involves 52 pharmaceutical specialists. The use of digital technologies to enhance foreign language communication is implemented within the framework of the program "English in the field of professional communication" (144 academic hours, 4 months of training and 2 hours of final certification). MS Teams, LearningApps, eTreniki, Quizlet, etc. are used during foreign language activities. To determine the quality of preparation, the teachers developed testing which consists of 5 blocks: “Digital technologies when solving professional tasks”, “Project activity”, “Communication”, “Management”, “Analytics”. χ2 -Pearson criterion is used for statistical data processing. Results. The key feature of the program is that its structure and content are developed in close partnership between the university and specialists in the field of pharmaceutical production and engineering. The students of the experimental group use digital technologies (with official technical support) to activate foreign language professional communication, network collaboration and project activities. Statistically significant differences in the qualitative changes were identified (χ2 = 8.508; p < 0.05). In conclusion, the conditions which contribute to improving the quality of foreign language training: accumulation and analysis of the relevance of using digital technologies, expanding the knowledge of program participants, mastering the basic strategies of project work and reflection techniques are described.