The scholarly journal designed to highlight the ways and methods of improvement of higher medical education, to exchange the experience in the organization of teaching work. The journal publishes articles of scientific and methodical nature on the methodology and modern teaching methods, the characteristics of teaching subjects in the fields of medicine and pharmacy at undergraduate and postgraduate levels of education. The journal included in the List of professional publications in which articles can be published on awarding scientific degrees in pedagogical science. The short communications, reviews, original contributions, and history of medical schools are published also. ISSN 2414-5998 (Online), ISSN 1681-2751 (Print), ICV 2019 - 77.77
FEATURES OF A PRACTICALLY-ORIENTED APPROACH IN TEACHING SURGICAL AND THERAPEUTIC DISCIPLINES
Abstract. The article highlights the features of teaching surgical and therapeutic disciplines from the point of view of a practically-oriented approach. and its adaptation to the challenges facing the modern medical field. The purpose of teaching these academic disciplines is also highlighted. Attention is paid to features of the methods of organizing practical classes, systems for assessing the level of students’ knowledge and to the criteria that are necessary for the professional development of doctors and the formation of their professional competencies. This article reflects important components of students’ practical training when they are involved in the maintenance of specific clinical cases on the basis of therapeutic and surgical departments of the hospital, which allows them to study and consolidate their knowledge in the simulation training center. The main emphasis is on practicing practical skills as an important component in the professional training of students. A comparison of the features of teaching surgical and therapeutic disciplines is carried out in order to better form basic professional competencies and involve students in a rational choice of medical specialty. Development of opportunities for further scientific research in these areas of medicine.
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APPLIED CHEMISTRY AS A TOOL FOR FORMING PROFESSIONAL MOTIVATION OF MEDICAL AND DENTAL FACULTY STUDENTS
Abstract. The article examines the problem of developing professional motivation among students of medical and dental faculties in the process of studying applied chemistry as a fundamental natural science discipline. The role of learning motivation is analyzed as a complex system of natural, social and personal factors that determine students’ cognitive activity, their ability to overcome academic difficulties, and their orientation toward professional growth. It is substantiated that academic success depends not only on students’ intellectual abilities but also on the level of development of internal motivational attitudes, professional interests and value orientations. It is shown that applied chemistry in medicine and dentistry has significant potential for increasing motivation when a professionally oriented teaching approach is implemented, including the use of clinically relevant examples, interdisciplinary connections, and practice-oriented tasks. Emphasis is placed on the need to demonstrate the practical significance of chemical knowledge for future medical and dental practice, which promotes students’ awareness of the professional value of the educational material. It is determined that the integration of theoretical concepts with professional situations enhances cognitive interest, supports the development of clinical thinking and contributes to the formation of stable professional motivation. The conclusions obtained can be used to improve the methodology of teaching chemical disciplines in medical higher education institutions.
APPROACHES TO DEVELOPING LEARNING MOTIVATION FOR STUDYING THE LATIN LANGUAGE IN MEDICAL INSTITUTIONS OF HIGHER EDUCATION
Abstract. The article addresses the problem of developing learning motivation among medical students for studying the Latin language in the context of the modern information society. The relevance of the study is demonstrated learning Latin, despite its fundamental importance for the professional training of future medical specialists. Latin is regarded as the instrumental and conceptual foundation of medical terminology, ensuring the conscious acquisition of anatomical, clinical, and pharmaceutical vocabulary and contributing to the development of general linguistic and professional competence. The article analyzes scholarly approaches to interpreting the concept of “learning motivation”, determines its role in the process of mastering language disciplines, and emphasizes the advantages of intrinsic motivation as a factor in enhancing the effectiveness of educational activities. The peculiarities of the motivational sphere of medical students at the initial stages of study are illustrated, and the reasons for their insufficient awareness of the practical significance of the Latin language are outlined. The main attention is placed on identifying and substantiating ways to form positive learning motivation for studying Latin. A set of methodological techniques aimed at activating students’ cognitive activity is proposed, including the integration of educational material with professional disciplines, the use of creative and game-based tasks, work with Latin aphorisms, etymological analysis of medical terms, as well as the involvement of students in research and extracurricular activities. The expediency of applying modern information and communication technologies and online platforms in the process of learning Latin is explained as an effective means of increasing students’ interest and engagement. The important role of the teacher in developing motivation to study the Latin language is emphasized, particularly the teacher’s professional competence, pedagogical flexibility, and ability to demonstrate the practical value of the discipline for future professional practice. It is concluded that the purposeful formation of sustainable learning motivation is a necessary condition for improving the quality of both linguistic and professional training of future medical specialists.
INNOVATIVE EDUCATIONAL TECHNOLOGIES IN TRAINING FUTURE PHYSICIANS: CHINESE EXPERIENCE IN THE MODERNIZATION OF UKRAINIAN MEDICAL EDUCATION
Abstract. The article explores innovative educational technologies as a key factor in modernizing the system of training future physicians in Ukraine, drawing on the Chinese experience. It provides a theoretical justification and presentation of conceptual models for bachelor’s and master’s medical education aimed at improving the quality of professional training and forming competent, ethically responsible healthcare professionals. The study examines the leading practices of the People’s Republic of China in the digitalization of medical education, including the use of artificial intelligence systems, simulation laboratories, distance learning platforms, and virtual and augmented reality (VR/AR) technologies. Effective mechanisms for integrating innovative technologies into the educational process are identified, ensuring a balance between theoretical, clinical, and research training. The conceptual model of bachelor’s training includes a standardized academic program with a practical internship implemented through clinical rotations, simulation-based learning, and a mentoring system. The master’s training model comprises clinical and research components, promoting analytical thinking, independent clinical decision-making, participation in scientific projects, and international mobility programs. The harmonized implementation of these models ensures continuity of education (“undergraduate – graduate – continuing education”), alignment with international standards, development of clinical reasoning, and the formation of humanistic values and professional ethics. Applying the Chinese experience enables the modernization of Ukraine’s medical education system through the integration of traditional approaches with modern digital technologies. The research findings demonstrate that the adaptation of Chinese educational elements – such as simulation laboratories, VR/AR technologies, distance learning, and feedback systems – contributes to creating an innovative learning environment, strengthening practical orientation, and enhancing the competitiveness of Ukrainian medical professionals. Future research prospects include developing methodological frameworks for integrating intelligent educational systems and simulation technologies into medical training, as well as conducting a comparative analysis of Chinese, Japanese, and Ukrainian models of medical education modernization.
A PSYCHOLOGICAL AND PEDAGOGICAL MODEL OF THE PROFESSIONAL TRAINING OF FUTURE PHYSICIANS IN HIGHER EDUCATION INSTITUTIONS
Abstract. The article analyzes the theoretical foundations and practical mechanisms for implementing a comprehensive psychological and pedagogical model in the professional training of future physicians. The study contextualizes current transformations in medical education, characterized by a shift from a predominantly information-transmission paradigm toward a competence-based and personality-oriented approach aimed at shaping the professional identity, ethical responsibility, and psychological maturity of medical practitioners. The structural components of professional competence are systematized, encompassing cognitive, clinical-operational, communicative, ethical, and psychological dimensions, including resilience as an integral regulatory element. Innovative educational technologies are examined, particularly simulation-based learning, standardized patient methodology, digital platforms, and narrative medicine as tools for fostering reflective practice and empathetic communication. The stages of professional formation are outlined, from foundational theoretical preparation to supervised clinical practice and the consolidation of autonomous professional performance. Criteria and indicators for assessing the quality of medical training in higher education institutions are defined in alignment with competence-based standards. Special attention is devoted to the implementation of the proposed model under contemporary societal challenges, including socio-economic instability and the impact of military aggression, which intensify the need for psychological sustainability and ethical accountability in medical practice. The study substantiates the integration of advanced medical technologies with humanistic values, emphasizing dignity, compassion, and responsibility as essential components of twenty- first-century medical professionalism.
HARMONIZATION OF FIRST AID TERMINOLOGY IN UKRAINE: EDUCATIONAL AND LEGAL DISCOURSE IN AN INTERNATIONAL CONTEXT
Abstract. Subject and purpose. The article examines the problem of terminological fragmentation in the field of first aid and related forms of emergency assistance within Ukrainian in legal, educational and scientific discourse. The purpose of the study is to substantiate the need for unification and harmonization of national terminology with internationally accepted concepts and standards. Methodology. The research applies comparative legal analysis, terminological and translation analysis, elements of discourse analysis, and a targeted review of regulatory acts and academic sources. These methods allow for a systematic comparison of Ukrainian terms with international equivalents used by the WHO, ERC, and in foreign legislation. Results. The study reveals inconsistencies between lexicographic, educational, and normative uses of key terms such as first aid, pre-medical care, and emergency care, as well as the persistence of non-normative terminology in academic and training materials. It is demonstrated that the term first aid has the greatest potential for conceptual consolidation and alignment with international practice. Application. The findings may be used in legislative drafting, standard-setting, and the revision of educational curricula related to first aid and emergency preparedness. They are also applicable to translation practice and the development of unified terminological guidelines. Conclusions. Terminological harmonization in the field of first aid is a necessary condition for improving legal certainty, educational coherence, and practical implementation of life-saving measures. Aligning Ukrainian terminology with international standards contributes to more effective regulation and cross-border interoperability in emergency response.
EMOTIONAL INTELLIGENCE AND ACADEMIC SUCCESS IN A HIGHER MEDICAL INSTITUTION: DEVELOPMENT FACTORS AND INTERACTIONS
Abstract. In the context of ongoing reforms in higher medical education, the development of supra-professional competencies of future physicians is becoming increasingly relevant, with emotional intelligence playing a dominant role among them. Emotional intelligence determines students’ ability to engage in effective interpersonal interaction, maintain self- regulation under conditions of high psycho-emotional load, clinical uncertainty, and responsibility for patients’ life and health. An analysis of scientific publications over the past decade demonstrates a sustained research interest in the impact of emotional intelligence on the academic performance of medical students; however, domestic studies in this field remain fragmented. The aim of this study was to analyze the influence of the level of emotional intelligence on academic achievement of students in a higher medical education institution based on the results of an anonymous survey of students of Ivano-Frankivsk National Medical University. The study involved 435 students of the 4th–6th academic years, representing 69.27% of the total number invited to participate. The level of emotional intelligence was assessed using a brief 10-item questionnaire covering key components such as self-awareness, recognition of others’ emotions, self-regulation, empathy, and social skills. Statistical analysis was performed using descriptive statistics and Pearson’s chi-square (χ²) test with a significance level of 0.05. The results showed that the mean total score of emotional intelligence among IFNMU students was 68.35±11.79 out of a maximum possible 90 points, corresponding to a satisfactory level. A statistically significant association was identified between the level of emotional intelligence and students’ academic performance, as well as the influence of gender, with higher indicators observed among female students. The most developed components were awareness of one’s own emotions and empathy, whereas emotional self-regulation, expression of personal feelings, and the ability to support others in stressful situations demonstrated comparatively lower levels. The obtained findings confirm the feasibility of targeted development of emotional intelligence within the framework of continuous medical education and may be used to optimize educational and methodological materials and to implement educational interventions aimed at improving academic performance and professional readiness of future physicians.
DIGITAL TRANSFORMATION OF NEURODENTAL EDUCATION: INTEGRATION OF SIMULATION TECHNOLOGIES AND ARTIFICIAL INTELLIGENCE INTO PRECLINICAL TRAINING
Abstract. The objective of this study was to conduct a critical analysis regarding the efficacy of implementing interactive simulators and artificial intelligence (AI) systems into the training process of prospective dental practitioners, based on current data spanning 2020–2025. Research corroborates that VR/AR systems equipped with haptic feedback (e.g., Simodont, Unidental) provide effective simulation of tactile sensations when interacting with enamel, dentin, and pulp. The utilization of VR simulators during the preclinical stage facilitates superior development of manual skills and preparation precision compared to traditional phantom- based methods. Furthermore, the integration of AI enables the automation of student work assessment with an accuracy range of 96–98%. Machine learning algorithms, specifically Random Forest and SVM, demonstrate high performance (90% accuracy) in the differential diagnosis of orofacial pain and trigeminal neuralgia. Specialized platforms, such as AnesthesiaSim, allow for the safe practice of conduction anesthesia skills within a virtual environment featuring “transparent tissue” visualization to prevent trauma to nerve trunks. The primary impediments include the substantial cost of equipment, ethical concerns regarding data privacy, and a degree of skepticism among faculty members concerning the perceived diminution of the educator’s role in the instructional process. Conclusions: The optimal pedagogical approach is a hybrid model that synthesizes VR simulators with traditional methodologies. Simulation technologies and AI are currently becoming indispensable components of modern dental education, ensuring the preparation of competent and confident professionals.
STRATEGY FOR DEVELOPING OF CLINICAL THINKING: HOW TO AVOID MEDICAL MISTAKES
The contemporary paradigm of clinical thinking, understood as a dynamic process of analyzing medical information to formulate well-reasoned conclusions, represents a key professional competence of a physician. The integration of knowledge, experience, practical skills, and humanistic values within clinical reasoning enables physicians to establish accurate diagnoses and develop effective treatment plans that consider the individual needs of patients. This article substantiates the relevance of developing clinical thinking as a core professional competence of modern physicians in the context of increasing complexity of healthcare and growing requirements for patient safety. Clinical thinking is conceptualized as an integrative cognitive process that combines analytical, intuitive, and reflective mechanisms of decision- making based on evidence-based medicine, clinical experience, and patient-specific characteristics. The study analyses major factors contributing to medical errors, including cognitive biases, insufficient communication within multidisciplinary teams, information overload, emotional burnout, and limited hands-on clinical experience. A strategy for the development of clinical thinking is proposed, involving the systematic implementation of clinical case-based learning, simulation-based training, algorithmization of diagnostic processes, and the development of clinical reflection and metacognitive regulation skills. Particular attention is paid to fostering a culture of patient safety, strengthening interprofessional collaboration, and applying the principles of evidence-based medicine as tools for risk minimization. The importance of pedagogical support, mentorship, and the creation of a safe educational environment for cultivating responsible clinical decision-making is emphasized. The study demonstrates that the purposeful development of clinical thinking in the professional training of future physicians is an effective approach to preventing medical errors, improving the quality of healthcare, and ensuring patient safety. The findings may contribute to the enhancement of educational programmes in higher medical education institutions.
SIMULATION-BASED TRAINING IN THE EDUCATION OF FUTURE DENTISTS IN ORTHODONTICS IN UKRAINE: CURRENT STATE AND PROSPECTS
Abstract. The article presents a comprehensive analysis of Ukrainian scientific studies on the state of simulation-based training of future dentists. The prospects for implementing simulation-based learning in the training of orthodontists are characterized, and effective tools, instruments, and pedagogical approaches are identified. Existing scientific publications are systematized and their results are generalized. It has been found that, despite the proven effectiveness of simulation-based training for dental students, domestic research on the specific features of its implementation in orthodontic education remains insufficient. Scientific publications in the field of medical education demonstrate a high level of interest in simulation technologies in therapeutic, surgical, and prosthodontic dentistry, and this experience may be useful for orthodontic training. The integration of modern technologies, such as simulation- based learning, into the training of future orthodontic dentists is a justified and timely task for higher medical education institutions. Simulation-oriented education is capable of enhancing professional competence in orthodontics and providing conditions for a safe and structured learning environment. The role of simulation-based training under today’s extreme conditions related to the full-scale war in Ukraine is increasing and becoming a priority. The training of orthodontic dentists remains a complex and long- term process, and effective educational tools may include physical simulation instruments of varying levels of realism. These tools include jaw models for demonstrating orthodontic pathologies and performing diagnostic measurements; jaw models with adjustable parameters that respond to physical воздействие to visualize tooth movement under orthodontic appliances; and jaw models equipped with orthodontic elements for performing and practicing clinical manipulations.
ANALYSIS OF THE ACHIEVEMENTS OF HIGHER EDUCATION APPLICANTS AT I. HORBACHEVSKY TERNOPIL NATIONAL MEDICAL UNIVERSITY IN MICROBIOLOGY, VIROLOGY AND IMMUNOLOGY BASED ON THE RESULTS OF THE “STEP-1. DENTISTRY” EXAMINATION
Abstract. The relevance of this study is determined by the need to improve the quality of training of future dental practitioners based on an in-depth analysis of assessment results reflecting the level of mastery of basic theoretical disciplines as a component of clinical competency formation. The Licensed Integrated Examination Krok 1. Dentistry represents an important element of standardized knowledge monitoring among higher education students. Of particular significance within its structure is the subtest in Microbiology, Virology, and Immunology, which reflects students’ readiness to understand the etiology, pathogenesis, and immune mechanisms underlying infectious diseases of direct clinical relevance to dental practice. The aim of the study was to analyze the results of the subtest in Microbiology, Virology, and Immunology obtained by third-year dental students of I. Horbachevsky Ternopil National Medical University and to compare them with the overall structure of the “Step 1. Dentistry” examination results in order to identify strengths in theoretical training. The analysis included mean subtest scores, the proportion of students achieving maximum results, and the proportion of those who failed to reach the threshold level. It was established that the subtest in Microbiology, Virology, and Immunology demonstrated the highest mean percentage of correct answers (90,20%) and the largest proportion of students who achieved the maximum score (44,7%). The low proportion of students with results below 64% (4,0%) confirms the stability of positive learning outcomes and the formation of essential theoretical knowledge in the majority of students. The obtained results indicate the high effectiveness of the educational process in Microbiology, Virology, and Immunology, its practical orientation, and the compliance of the educational components with contemporary requirements for the training of dental practitioners.
INTERDISCIPLINARY INTEGRATION IN THE TRAINING OF MASTER’S STUDENTS IN MEDICINE AS A PEDAGOGICAL CHALLENGE
Abstract. This article substantiates the relevance and feasibility of implementing the principle of interdisciplinary integration in the educational process for training Master’s students in Medicine, highlighting it as a key approach to enhancing the quality of professional education. The terms “integration” and “interdisciplinary integration” are analyzed in a general scientific context, emphasizing that interdisciplinary integration represents a modern didactic concept that ensures the coherence of the educational process, a high scientific standard of instruction, and serves as an effective tool for developing students’ professional knowledge and practical skills. The article provides a detailed analysis of the core competencies developed through the academic course Medical Physics, including the enhancement of logical thinking, analytical and synthetic abilities, as well as the capacity to accurately formulate tasks and identify strategies for their resolution, all of which are essential for the practical activities of future physicians. The significance of Medical Physics in advancing modern diagnostic and therapeutic methods is highlighted, including the application of ultrasound, magnetic resonance, and X-ray tomography, as well as laser and radiological technologies, which cannot be effectively utilized without an understanding of the underlying physical principles. The article examines the implementation of integrative links between Medical Physics and other courses, including clinical subjects, enabling students to develop a systemic understanding of medical processes and a comprehensive approach to diagnosis and treatment. Examples of physical methods and instruments that have formed the basis for surgical, therapeutic, and non-invasive diagnostic techniques are presented, along with the pedagogical and methodological rationale for employing an interdisciplinary approach in the training of Master’s students in Medicine. Thus, the article emphasizes that the integration of Medical Physics with other courses in higher medical education contributes to elevating the scientific quality of instruction, fostering competencies essential for future physicians, and enhancing the ability to apply acquired knowledge in clinical practice. This interdisciplinary approach is a key factor in preparing highly qualified medical specialists capable of meeting the demands of modern Medicine.
TEACHING BIOCHEMISTRY OF MOTOR ACTIVITY TO STUDENTS IN THE SPECIALTY “THERAPY AND REHABILITATION”. ANALYTICAL SEARCH IN SCOPUS
Abstract. The training of specialists in the field of Therapy and Rehabilitation is increasingly influenced by the growing role of physical activity, therapeutic exercise, and rehabilitation interventions within modern healthcare systems. Exercise biochemistry represents a fundamental academic discipline that provides students with an understanding of molecular, cellular, and metabolic mechanisms underlying physiological adaptation to physical activity, therapeutic exercise, and recovery processes. The quality of teaching exercise biochemistry directly affects the professional competence of future physical therapists and rehabilitation specialists. The aim of this study was to conduct an analytical search and scientometric analysis of scientific publications indexed in the Scopus database related to the teaching of exercise biochemistry for students enrolled in Therapy and Rehabilitation programs. A structured search strategy was developed using key terms reflecting educational, biochemical, and rehabilitation-related aspects of the topic. The analysis included publication trends over time, identification of leading journals, authors, countries, and institutions, as well as the main subject areas contributing to this field of research. The results demonstrate a significant increase in the number of publications over the past five years, indicating a growing global scientific interest in the integration of exercise biochemistry into rehabilitation education. The findings reveal a strong interdisciplinary focus, combining exercise biochemistry, physiology, medical education, and rehabilitation sciences. A considerable proportion of the analyzed studies emphasize the development of modern educational approaches, evidence- based teaching strategies, and the alignment of biochemical knowledge with clinical and functional rehabilitation needs. The scientometric analysis highlights that research in this area is predominantly conducted in developed countries, with leading contributions from institutions specializing in medical education, sports science, and rehabilitation research. The diversity of publication types and subject areas reflects the complexity and relevance of exercise biochemistry in preparing competent rehabilitation professionals. In conclusion, the use of Scopus as a scientometric tool provides valuable insights into current research trends and supports evidence-based improvements in teaching exercise biochemistry. The analytical search results may serve as a foundation for curriculum development, implementation of innovative educational methodologies, and enhancement of professional training quality for future specialists in therapy and rehabilitation.
LINGUISTIC APPROACHES TO DEVELOPING STUDENTS’ TRANSLATION AND INTERPRETATION SKILLS AT MEDICAL UNIVERSITIES
Abstract. This article examines the linguistic features of translating medical scientific texts and documentation in the context of the globalization of healthcare systems. It demonstrates that medical translation is a complex type of professional translation activity, as it combines linguistic, terminological, cognitive, and pragmatic aspects and directly affects the quality of professional communication and patient safety. The main theoretical approaches to understanding translation as a linguistic process and a result of intercultural interaction are discussed. The specificity of medical terminology as a standardized lexical system characterized by its international nature, logical structure, neutrality, and unambiguity is analyzed. Key difficulties faced by medical students when translating professional texts are identified, including inaccurate use of terms, grammatical and syntactic errors, misinterpretation of abbreviations, and the influence of context on translation choices. The main types of “false friends” in English-Ukrainian medical translation are classified, and their role in causing semantic misinterpretations is discussed. It is shown that complex grammatical structures in English medical texts complicate the determination of logical stress and require the application of translation transformations. The article emphasizes the need to consider structural shifts, equivalence, and pragmatic completeness in medical translation. The article concludes that a comprehensive methodological approach to developing the translation competencies of medical students is advisable, involving systematic mastery of medical terminology, translation theory knowledge, and the development of practical skills in working with professional sources.
THE USE OF ARTIFICIAL INTELLIGENCE TECHNOLOGIES IN TEACHING THE COURSE “MEDICAL AND PHARMACEUTICAL CHEMISTRY”
Abstract. The article presents the results of generalized experience in the application of artificial intelligence technologies in the course “Medical and Pharmaceutical Chemistry” using the example of developing a comprehensive laboratory class on the topic “Aspirin Synthesis”, which covers all stages of various synthesis options with an emphasis on “green” methods and pharmaceutical product identification. The use of AI technologies in the preparation and conduct of laboratory work in chemistry disciplines increases scientific rigor, develops systematic thinking, and implements a competency-based approach and fundamental knowledge in students. The developed comprehensive laboratory work was analyzed, demonstrating the possibilities and advantages of using a digital assistant at all stages of its preparation and implementation, namely: the development of teaching materials for conducting classes and tasks for independent work by students, visual materials, which transforms preparation from passive accumulation of knowledge and skills into active formation of professional competencies. The main results are shown, and the advantages and errors are analyzed. The feasibility of using AI when considering the need for a high-quality product (aspirin) is proven. The possibilities of using a digital assistant when creating blocks of test questions of varying levels of complexity are considered. It is noted that the use of artificial intelligence technologies in solving theoretical and practical problems changes the approach to teaching and learning. The need to develop a critical approach to the use of results and information obtained from the application of LLM has been proven. Through the synthesis of cross-cutting skills (mastery of modern computer technologies) and the formation of subject competencies, professional knowledge and skills are combined, ensuring a high level of quality in the training of future specialists.
INTERDISCIPLINARY LINKS BETWEEN UKRAINIAN AND LATIN LANGUAGES AS A COMPONENT OF FORMATION OF LANGUAGE PROFICIENCY OF MEDICAL STUDENTS
Abstract. The article is devoted to the study of interdisciplinary links as the basis of the didactic principle of consistency and systematic training. Their importance in the process of training a highly qualified, comprehensively developed medical specialist is noted. Language training is an integral component of the formation of a doctor’s general professional competence, since the level of knowledge of the specific language determines the success of training and the effectiveness of professional activity (working with information sources, documentation, various types of communication), therefore it requires constant work on improving methodological approaches, searching for new forms of teaching. The Ukrainian language for specific purposes and Latin, being studied during the first year of higher medical education, are designed to create an idea of the structure, system and features of functioning of the language of medicine, to lay the foundations for language proficiency. The article analyzes the difficulties encountered by higher education seekers and suggests practical approaches to solving them. The disciplines of the language cycle are not only related to special ones, but also have stable mutual interdisciplinary links, which is due to the centuries-old history of the development of the language of medicine. This provides ample opportunities for their use as an additional means of forming the conceptual and terminological apparatus and improving literacy. The definition and activation of related topics of both languages allows, in a small number of hours allocated, to increase and diversify the possibilities of their practical development, adapt previously acquired knowledge to industry-specific terminology, create and consolidate associative links between different language components, and automate grammar. The example of clinical composite terms shows the possibilities of using interdisciplinary links. The prospects for further analysis, definition and practical application of interdisciplinary links of languages for specific purposes are outlined.
CONTENT COMPONENT OF PSYCHOLOGICAL AND PEDAGOGICAL TRAINING OF FUTURE PHYSICIANS IN HIGHER EDUCATION INSTITUTIONS
Abstract. The article presents a comprehensive analysis of the content component of the model of psychological and pedagogical training of future physicians, aimed at ensuring their holistic and professionally oriented preparation within contemporary medical education. The study examines the structural elements of the model, including fundamental biomedical training, clinical preparation, psychological and pedagogical support, interdisciplinary integration, digital competence development, and the formation of reflective competence as a core regulatory mechanism of professional growth. Particular attention is devoted to the systemic interconnection between these components, which collectively shape a multidimensional structure of professional competence. The study analyzes the key psychological and pedagogical principles, methods, and instructional approaches that contribute to the development of professional competence in medical specialists, with particular attention to competence-based, learner-centered, and practice-oriented educational frameworks. The results of the study support the premise that the systematic integration of theoretical knowledge and practical clinical skills constitutes a fundamental condition for the formation of a professionally competent physician characterized by social responsibility, ethical accountability, and adaptability within complex and dynamically evolving healthcare environments. Particular attention is devoted to the integration of theory and practice as a mechanism for fostering critical thinking, empathy, communicative competence, and professional autonomy among higher education students. The study further demonstrates the pedagogical effectiveness of the proposed content framework, revealing positive dynamics in competence development in alignment with international standards of medical education and indicating its potential applicability to other professional training contexts.
THE IMPACT OF CONFUCIAN VALUES ON MEDICAL EDUCATION AND PHYSICIAN TRAINING IN SOUTH KOREA
Abstract. The article examines the influence of Confucian values on the system of medical education and the process of physician training in South Korea. The study analyses the role of Confucianism as a cultural and philosophical foundation of the educational tradition, as well as its manifestations in the structure of medical education, the organization of the educational process, and the formation of the professional identity of future physicians. Particular attention is paid to such aspects as the hierarchical nature of educational relationships, the mentorship model, collectivism, academic discipline, and the ethical foundations of the medical profession. The paper outlines the tension between traditional cultural values and contemporary educational approaches in the context of globalization, particularly with regard to the development of critical thinking, gender transformations, and the psycho-emotional well-being of medical students. It is demonstrated that contemporary medical education in South Korea is characterized by an aspiration toward the integration of Confucian heritage with Western educational models and a competency- based approach. The study concludes that Confucian values not only preserve the cultural identity of Korean medical education but also function as a factor enhancing its effectiveness under conditions of global transformation. The findings may be useful for further research in the fields of comparative pedagogy and international medical education.
METACOGNITIVE ASPECTS OF TEACHING MEDICAL DISCIPLINES
Abstract. Metacognitive aspects of teaching medical disciplines are becoming increasingly relevant in the context of the transformation of medical education oriented toward a competency-based approach and the development of clinical thinking. The aim of this study was to conduct a comparative evaluation of the effectiveness of metacognitively oriented approaches in teaching medical disciplines compared with traditional instructional methods. The study was conducted during the 2023–2024 academic year at the Medical Institute of Petro Mohyla Black Sea National University (Mykolaiv, Ukraine). A total of 60 students majoring in Physical Therapy and Occupational Therapy were randomly assigned to the experimental (n = 30) and control (n = 30) groups. In the experimental group, instruction was carried out using metacognitive strategies (reflective journals, think-aloud method, debriefings, and self-assessment of decisions), whereas the control group was taught according to a traditional model. Assessment was performed using the Metacognitive Awareness Inventory (MAI), academic performance indicators, and analysis of the quality of clinical task performance. It was found that baseline levels of metacognitive awareness did not differ between the groups (p = 0.64). After completion of the educational cycle, the total MAI score in the experimental group increased to 198.6 ± 10.9 compared to 172.4 ± 13.1 in the control group (p < 0.001), with the most pronounced improvements observed in the planning and monitoring subscales. The mean academic score increased from 76.5 ± 5.8 to 88.9 ± 4.7 (p < 0.001) in the experimental group, whereas in the control group it rose from 77.2 ± 6.1 to 82.4 ± 5.5 (p = 0.043). Students in the experimental group also demonstrated higher quality of clinical thinking and a greater level of reflection. The obtained results indicate that the implementation of metacognitive strategies in the educational process significantly enhances the effectiveness of training future medical professionals and is advisable for integration into modern educational programs.
ORGANIZATION OF THE EDUCATIONAL PROCESS IN HIGHER MEDICAL EDUCATION INSTITUTIONS UNDER MARTIAL ARTS CONDITIONS
Abstract. The article examines the impact of martial law on the organisation of the educational process in higher and pre-higher medical education institutions in Ukraine. The relevance of the topic is determined by the need to ensure continuous and high-quality training of medical specialists in conditions of armed aggression, increased security risks, personnel losses and limited access to material, technical and clinical resources. The main challenges faced by medical education institutions are analysed, in particular, the disruption of the educational process, the difficulties of implementing distance and blended learning, the decline in the quality of practical training for students, and the increase in the psycho- emotional burden on teachers and students. The paper examines the transformation of forms, methods, and technologies of education in the context of martial law and defines the role of digital platforms, simulation technologies, and flexible educational models in supporting the professional training of future medical workers. Particular attention is paid to the problems of staffing and the need to adapt educational programmes and the system of assessing learning outcomes to crisis conditions. Based on an analysis of the current regulatory framework in Ukraine and practical experience in the functioning of medical educational institutions, practical recommendations are formulated to improve the efficiency of the educational process. The proposed measures are aimed at ensuring the safety of participants in the educational process, maintaining the quality of medical education, strengthening psychological support, and increasing the resilience of the educational system in conditions of martial law. The results of the study can be used in the management and educational practice of higher and pre-higher medical education institutions. Prospects for further research: comparative analysis of Ukrainian experience with international experience, assessment of the long-term consequences of hybrid forms, and development of support models in extreme conditions.
THE IMPORTANCE OF DEVELOPING COMMUNICATION AND RESILIENCE IN THETRAINING OF HEALTHCARE PROFESSIONALS
Abstract. In their professional practice, healthcare professionals are required to demonstrate clinical effectiveness and the ability to manage stress responses in diverse situations; communication and resilience play a crucial role in supporting these capacities. Communication skills constitute a core competency that is essential in daily medical practice. Numerous aspects of patient interaction – such as patient interviewing during initial contact, explaining a probable diagnosis and available treatment options, discussing care characteristics, outlining potential risks, benefits, and complications of interventions to patients and their relatives, delivering bad news, providing counseling in cases of bereavement or accidents, and obtaining informed consent – require high-quality and effective communication. This not only helps to build patient trust but also encourages adherence to medical recommendations. Effective communication enables the establishment of successful physician–patient relationships, enhances patient safety and treatment compliance, improves the overall communication experience, and reduces burnout among healthcare professionals. Resilience represents an emotional competency that reflects an individual’s ability to adapt despite difficulties, effectively cope with stress, and persist after setbacks. Psychological resilience can protect healthcare professionals from the negative consequences of occupational stress and enhance their capacity to regain a sense of control over their lives. These competencies can be developed during the educational process and are based on cognitive processes encompassing several domains of professional personality formation, includingself-efficacy, planning, self-regulation, commitment, and perseverance. Although communication and resilience skills are acquired and refined over time, integrating their development into the training of healthcare professionals – while adhering to the principles of evidence-based and patient-centered medicine – has become an urgent necessity. This article is devoted to analyzing the importance of developing communication and resilience skills in the education of healthcare professionals.
SPECIFIC FEATURES OF PARAMEDIC–PATIENT COMMUNICATION
Abstract. The article examines the specific features of professional communication between paramedics and patients in the context of emergency medical care. Ethical and communicative aspects of interaction under conditions of heightened emotional stress and risk to the patient’s life and health are analyzed. The study identifies key factors of effective communication, including the establishment of trust, clarity and accessibility of explanations, empathy, the ability to regulate one’s own emotional state, and skills in managing patient and family aggression and panic. It is demonstrated that communication for a paramedic is as critically important a tool as a defibrillator or an intubation kit. The success of life-saving interventions often depends not only on how quickly medication is administered, but also on how accurately information is conveyed to colleagues and how effectively the patient is reassured. It is emphasized that the majority of medical errors result from communication breakdowns between different levels of care (from paramedic to resuscitation physician). When a patient trusts the provider, they are more cooperative, provide accurate medical history information, and consent to necessary procedures. In high-stress situations (e.g., Code Blue, mass casualty incidents), clear commands help prevent chaos. The specific nature of paramedic practice is characterized by time constraints, high stress levels, clinical uncertainty, and the need for rapid decision-making. Under such conditions, the ability to establish prompt psychological rapport, provide clear and accessible information about the patient’s condition and planned interventions, and demonstrate empathy and self-control becomes particularly significant. Special attention is given to the role of nonverbal communication, the principles of medical ethics, the maintenance of confidentiality, and structured approaches to informing patients about their condition and planned procedures. Professional communicative competence of the paramedic is thus presented as an essential component of healthcare quality and a factor directly influencing the effectiveness of the treatment process.
EXPERIENCE OF TEACHING THE COURSE “FUNDAMENTALS OF CLINICAL PRACTICE IN THE FIELD OF MENTAL HEALTH (mhGAP)” IN INTERNSHIP
Abstract. Mental health is a key component of global health, social well-being and sustainable development. According to WHO and the UN, mental and neurological disorders (MND) are among the leading causes of years of life lost with disability and constitute a significant socio-economic onus, especially in low- and middle-income countries. In Ukraine, the problem of MND has significantly worsened since 2014 and has become a public health problem after the outbreak of a full-scale war in 2022, which has led to an urgent need to expand access to psychosocial and medical care. One of the key responses to these challenges is the implementation of the WHO global Mental Health Gap Action Programme (mhGAP), aimed at involving non-specialists in providing basic care to people with MND. The aim of the study was to assess the demand for skills in providing non-specialized care to individuals with MND among interns of various specialties and the effectiveness of the training “Fundamentals of Clinical Practice in the Field of Mental Health (mhGAP)”. The study was conducted among interns of the first year of training (n=140) using a questionnaire before and after completing a 50-hour training, which included training sessions, independent work, role-playing games, clinical case analysis and online courses. The analysis was carried out using descriptive statistical methods. The results showed that the vast majority of interns have experience in contact with patients with signs of MND, but before the start of training did not consider the assessment of the mental state as part of their own professional competence. After completing the training, all respondents noted its high practical value, readiness to apply the acquired knowledge and skills in clinical practice, primarily in the field of effective communication and psychosocial interventions. The obtained data confirm the relevance and feasibility of integrating mhGAP into the internship program and the formation of a biopsychosocial model of doctor – patient interaction as a promising direction for further educational and scientific research.
COMMUNICATION COMPETENCE AS AN INTEGRATED CHARACTERISTIC OF THE PROFESSIONAL CULTURE OF A NURSE
Abstract. The article examines communication competence as a fundamental component of the professional culture of a nurse, which integrates the specialist’s linguistic, ethical, psychological, and sociocultural readiness for effective interpersonal interaction within the medical environment. The essence of the concepts “competence” and “communication” is analyzed, and their integrated meaning is clarified from the perspective of contemporary nursing education as a specific characteristic that combines professional knowledge, ethical guidelines, psychological attitudes, and the ability to engage in humane interaction with all participants in the therapeutic process. The structural and substantive components of communication competence and their functional features are identified. The significance of nursing verbal interaction is substantiated in the context of implementing the humanistic paradigm of nursing, as well as improving the quality of healthcare services from the standpoint of the nurse as a full participant in the therapeutic process. In this regard, relevance is attributed not only to students’ involvement in the mechanical execution of medical prescriptions (such as preparing patients for examinations, performing invasive procedures, assisting during surgical interventions of varying complexity, etc.), but also to the value- based linguistic aspect of this activity and its axiological potential in the personal development of the student. Emphasis is placed on the necessity of understanding and conceptualizing this competence as an integrated practical skill and a systemic personal-professional characteristic that determines the quality of interaction in the medical environment. Attention is drawn to the integration of cognitive, emotional, linguistic, and moral resources of the individual, which ensure effective interaction in the processes of treatment and patient care. The article concludes by highlighting the need for purposeful and systematic formation of communication competence in the professional training of future nurses in order to enhance the quality of healthcare services provided to the population.