PEDAGOGICAL CONDITIONS OF TRAINING FUTURE MASTERS OF MEDICINE FOR PEDAGOGICAL ACTIVITY IN HIGHER MEDICAL INSTITUTIONS OF EDUCATION

The training of future masters of medicine for teaching is extremely important. On the shoulders of doctors rests the responsibility for people's lives, for the future of the nation. The modern doctor, interacting with patients and colleagues, should take the position of not only a physician, but also the position of a teacher, educator, assistant, friend, and mentor. Pedagogy helps to form, develop and implement all these qualities. Knowledge in the fi eld of pedagogy helps a doctor to become a worthy profession representative, easy to communicate with varous group of population, while demonstrating high professionalism and generosity. The aim of the study is to refl ect the pedagogical conditions of training of future masters of medicine for teaching in higher medical educational institutions. Research methods applied: system analysis, logical and theoretical generalization, grouping and comparison. It has been established that pedagogical conditions provide the creation of an educational environment for the training of future masters of medicine in higher medical educational institutions. By pedagogical conditions of training the future masters of medicine for pedagogical activity in higher medical educational institutions is understood: (i) the orientation of the educational process on the formation of motivational and value attitude of future masters of medicine to pedagogical activity in the health care system; (ii) pedagogically oriented connotation of the content and methods of studying the general scientifi c and medical disciplines; (iii) optimal combination of educational forms, methods, technologies in the obtaining by future masters of medicine the pedagogical component in medical practice; (iv) stimulating the future masters of medicine to personal and professional self-development.

Introduction. The training of future masters of medicine (MMed) in higher medical educational institutions (HMEIs) is currently not perfect enough from the perspectives of modern cultural and value positions. It does not provide a proper scientifi c basis for the practice of university education. Productive solution of problems of training of future MMed for pedagogical activity in the health care system, comprehensive development of necessary social qualities of future specialists is possible on the basis of analysis of educational and organizational work, generalization of conclusions of theoretical and exact sociological researches at the border of medicine, pedagogy of higher medcial school, theory of a personality and culture, pedagogical heritage of medical practice, etc. The fundamental diff erence between the concept of the modern paradigm of education of HMEI is that the system of higher medical education is seen as an activity aimed at the development of intellectual and moral personality in order to preserve human life and optimize the quality of medical care for patients. We consider the system-value approach in training of medical students for pedagogical activity as the system constructed taking into account cultural and humanistic values of new century: subjectivity, dialogicity, developmental orientation, integration, fundamentality and continuity.
Analysis of recent research and publications. Noskova. Also in this regard, S. Bukhalska's works are of some interest, in which the author reveals a modern approach to pedagogical medicine, its goals, conceptual framework, and methodology [1]. A. Yemets' researches aim at studying the role of patient education in the professional activity of a doctor [2]. Numerous studies performed by Western European scholars are aimed at studying the issues of population health promotion and health education. Such a signifi cant attention, paid to scientifi c researches of pedagogical aspects of professional activity of medical workers, is caused by: the process of integration of treatment and education of patients and their relatives; the necessity to form a readiness to maintain and improve health, healthy lifestyle in broad sections of population. However, the issue of determining and substantiating the pedagogical conditions for the training of future MMed for pedagogical activities in HMEIs did not receive an adequate coverage.
The purpose of the article − a theoretical substantiation of pedagogical conditions of training of future MMed for pedagogical activity in higher medical institutions of education.
Methodology and methods of research. The theoretical and methodological basis of the research is the analysis and generalization of legislative documents in the system of higher medical education, fundamental and modern provisions of pedagogical theory, research works of national scholars, teachers, international research in the fi eld of health care. To achieve the goal, a set of methods and techniques of scientifi c knowledge have been applied. The method of logical generalization was used for theoretical substantiation of signifi cance of the tasks set and specifi cation of research key concepts. Using the methodology of system analysis, a study of approaches has been conducted on the selection of pedagogical conditions for the training of future MMed for teaching in HMEIs. Methods of theoretical generalization, grouping and comparison were used to determine the pedagogical conditions for the training of future MMed for the pedagogical activity in HMEIs.
Presenting main material. Before considering the pedagogical conditions of training of future MMed for the pedagogical activity in HMEIs, it is necessary to interpret the understanding of this concept. A condition is fi rst and foremost a philosophical category which determines "that, from which something else, conditioned, depends on" [3, p.356]. That is, it is the environment, the ambience in which the phenomenon or process under study occurs, exists and develops. Understanding of many pedagogical phenomena is determined by the action of various factors, so the ability to manage such phenomena or the educational process is a successful way for creating positive conditions.
In the pedagogical encyclopedic dictionary pedagogical conditions are interpreted as the circumstances that provide effi ciency of functioning of pedagogical system, success of educational process [4, p.201]. In the scientifi c literature pedagogical conditions are considered as an essential component of the educational process, which integrates a set of measures aimed at achieving this goal [5, p.55]. While the "set of measures" scholars interpret as external characteristics of the educational process -content, forms, methods, pedagogical techniques and means of material and spatial environment, focused on certain relationships with the inner world of a student -needs, interests, value orientations etc. [6, p.197].
For example, V. Kishchuk believes that pedagogical conditions are the result of purposeful selection, designing and application of elements of content, methods (techniques), as well as organizational forms of learning to achieve certain goals [7, p.94]. Within the article, pedagogical conditions are understood as external circumstances that signifi cantly impact the course of the educational process, to some extent consciously constructed by a teacher, and foresee the achievement of a certain result.
Thus, W. Suh and S. Lee consider pedagogical conditions as certain circumstances that contribute in the professional training of future physicians to the development of readiness to make joint decisions with patients, and distinguish such conditions: 1) cognitive: intensifi cation of the learning process and knowledge acquisition; ensuring the variability of the content of professional training in HMEIs in the context of future doctors' activity; 2) axiological: stimulating motivation to achieve in the training of future doctors to make joint decisions with patients; formation of students' value attitude to professionally oriented training; axiologization of knowledge in the process of practice in medicallyprophylactic institutions and the formation of values for the cognitive independence of students; 3) praxeological: modeling in the educational process of situations of independent cognitive activity in order to develop intellectual and cognitive skills: search, communicative information-analytical, creative, refl ective; actualization of intersubjective relations through the implementation of individualization of the learning process and educational cooperation [8, p.28−31].
Empirical search, approbation at practice of separate elements of the meaningful model becomes a powerful stimulus to searches of system of optimum pedagogical means and conditions. As a rule, such a search begins at the stage of theoretical analysis, because the comprehension of experience, professional refl ection is a powerful stimulus to professional self-development.
As L. Rusalkina expediently points out, the selection of eff ective means and conditions motivates a teacher to construct a more perfect pedagogical system, which is most often manifested in the development of various copyright programs [9].
In view of this, in order to fi nd an eff ective set (system) of pedagogical conditions for the training of future MMed for pedagogical activity in HMEIs, it is necessary to: (i) identify external factors that signifi cantly impact this process; (ii) distinguish pedagogically controlled conditions. In order to design a system of pedagogical conditions for the training of future MMed for pedagogical activities in HMEIs, it seems necessary to perform the following research procedures: − To reveal, on the basis of the conceptual analysis of empirical pedagogical material, pedagogical scientifi c literature, and own pedagogical experience, the developmental potential which is placed in the chosen priority methods and forms of work with medical students; − To identify in pedagogical practice and existing theoretical the approaches, characteristic episodes, tendencies to stimulate or counteracts of the development of the studied phenomenon; − Select the most eff ective and manageable pedagogical conditions, and appropriate methods, techniques and forms of work; − To build a pedagogically appropriate logic of their development, which ensures the maximum (step-bystep) involvement of future MMed in the educational process and the growth of their subjectivity; − To select means of diagnostics and correction of the process, and to prove the effi ciency of the off ered system of pedagogical conditions and its optimality.
Based on the outlined, we assume that the pedagogical conditions refl ect: 1) qualitative characteristics of the main factors, processes and phenomena of the educational environment, which refl ect the basic requirements for the organization of activity; 2) a set of objective opportunities, circumstances of the educational process, purposefully created and implemented in the educational environment, providing a solution to the assigned pedagogical task; 3) a set of measures to increase the effi ciency of the process of training of future MMed for pedagogical activities in HMEIs: − Informational -the content of education, a cognitive basis of the educational process; − Technological -forms, means, methods, techniques, stages, ways of the organization of educational activity; procedural and methodological basis of the educational process); − Personal (behavior, activity, communication, personal qualities of the educational process subjects); − Psychological basis of the educational process. At the same time, whereas conditions of the fi rst and second subgroups (together with the essence and content of the pedagogical task) characterize actually the educational process and are a kind of "didactic cell", then the content of the third and fourth subgroups, according to A. Tulegenova, are the conditions for the eff ective functioning of the "didactic cell" [10]. The following conditions are to be additionally included in this subgroup: 1) determined by the personal qualities of students, in particular the peculiarities of their orientation (motivational structure of personality, value orientations, etc.); 2) determined by the personal characteristics of students (personality type, features of mental processes, value system, self-esteem, etc.); 3) related to interpersonal interaction and communication between a teacher and students (communication style, activity in the interaction, coincidence of learning and teaching styles, etc.).
The selection of structural components of pedagogical conditions is based on the principle of systematization, when selected components in a certain relationship and functional direction, are aimed at obtaining a systemic eff ect -creation of favorable conditions (increasing of effi ciency) of training future MMed for teaching activity and achieving the expected result -their formation of readiness for pedagogical activity in the health care system. To substantiate the selection of specifi c pedagogical conditions under research structural components of the theory of solving inventive problems have been used: a system operator and vepol analysis -analysis of capabilities of the system, which covers a certain number of substances and fi elds (infl uences) in their relationship (as a model for implementing a system approach in defi ning and structuring of pedagogical conditions).
The analysis of researches on identifying pedagogical conditions helps to solve the educational task -training of future MMed for teaching in HMEIs and achieving the expected result -the formation of graduates' readiness for pedagogical activity in the health care system, allowed to identify such eff ective pedagogical conditions: 1) orientation of the educational process on the formation of motivational and value attitude of future MMed to pedagogical activity in the health care system; 2) pedagogically oriented connotation of the content and methods of studying general scientifi c and medical courses; 3) an optimal combination of educational forms, methods, technologies in the studying pedagogical component of medical practice by future MMed; 4) stimulating future MMed to personal and professional self-development.
In general, a theoretical study to determine the pedagogical conditions for the training of future MMed for pedagogical activity in HMEIs allowed to make the following conclusion: − Pedagogical conditions of training of future MMed for pedagogical activity in HMEIs are the combination of the elements that provide achievement of the planned result -formation of readiness of future MMed for pedagogical activity.
− Eff ective pedagogical conditions for the training of future MMed for pedagogical activity in HMEIs are: (i) the orientation of the educational process on the formation of motivational and value attitude of future MMed to pedagogical activity in the health care system; (ii) pedagogically oriented connotation of the content and methods of studying general scientifi c and medical courses; (iii) optimal combination of educational forms, methods, technologies in the studying a pedagogical component of medical practice by future MMed; (iv) stimulating future MMed to personal and professional self-development.
− It is possible to consider the outlined issues only as a set of pedagogical conditions in their interrelation and complementarity.
The research conducted does not cover the whole problem of pedagogical activity of future MMed, does not claim to be a comprehensive consideration of the problem. The further research requires the role and importance of practical training in the formation of basics of pedagogical skills in future MMed.