development of motivation towards education in medical students.

OBJECTIVE

Introduction: The quality of professional medical training is a relevant issue for clinical and educational setting due to modernization and reform processes at the present stage of the society's development. The formation of the future doctors' interest in professional activities mostly depends on the implementation of pedagogical conditions, aimed at developing the positive motivation towards education. The aim: The authors aim to examine the concept of motivation and define its role in the process of professional training of future doctors.

PATIENTS AND METHODS

Materials and methods. A questionnaire survey was conducted for students of the first year of study (medical and dental faculties) using the methods of studying the profession's attractiveness and its factors (by V. Yadov, modification by I. Kuzmina, A. Rean) and studying the orientation towards the acquisition of knowledge via the test by E. Ilyin and N. Kurdyakova.

RESULTS

Results: Based on the analysis of literary sources, the main factors that influence the interest of students in education were identified and the pedagogical conditions for the formation of positive motivation for training activity in the educational setting of a higher medical educational institution were highlighted. It was found that most students prefer social motives when choosing a profession, and almost 10% of the subjects show a low level of focus on learning in the process of education. The authors provided practical recommendations on the formation of positive motivation for students' training when studying humanities at a medical university with the help of multimedia teaching materials, inclusion of students in the self-directed research activity, etc.

CONCLUSION

Conclusions: On the basis of generalized experience of educators and psychologists, as well as our own studies, we consider that the following pedagogical conditions form the positive motivation towards education in medical students of the first year of study: effective use of modern multimedia specialized tools (electronic journals, specialized web-sites); students' engagement in the self-directed research activity; use of modern specialized software for solving professional tasks. Such techniques enable the integration of knowledge, skills and abilities in several subjects, prepare students for academic subjects in the second year of study and maximally approximate the training objectives to future professional activities.