The research deals with the system of professional training of future family doctors at medical schools of Great Britain. Concepts, goals and priorities of medical education in Great Britain and the main models and methods used for the family doctors professional training have been defined. The purpose of the thesis is to discuss the peculiarities of medical education as a career, requirements for organization of undergraduate and postgraduate doctors' training, current challenges in family doctors' education. In the process of research the literature on family doctors' training in Great Britain has been reviewed, the main periods of establishing and developing of medical education have been pointed. The content of theoretical and practical components of doctors' professional training in Great Britain has been thoroughly analyzed. The analysis of the British authentic sources made it possible to identify 5 stages in the development of medical professional training. The chronological periods are determined by social and economic criteria, each of the stages was gradually creating the conditions necessary for the further development and improvement of medical education in the UK. Nowadays in Great Britain there are 32 medical schools of undergraduate education, 23 foundation schools and 12 virtual deaneries which are responsible for the postgraduate one. Medical education is an integral part of British system of professional education, which functions according to the principles of quality, accessibility, mobility and portability, accordance and responsibility. The requirements for applicants' selection and admission have been analyzed. Applications for entry into medical school are made through the Universities and Colleges Admissions Service. Most British medical schools now also require applicants to sit additional entrance tests such as the United Kingdom Clinical Aptitude Test (required by 23 schools) and the BioMedical Admissions Test (required by 5 schools). The standards for medical schools in the UK are regulated and set by GMC, which since 2010 also regulates postgraduate medical education. The author has confirmed the identity of a family doctor specialist in Ukraine and general practitioner in Great Britain. WONCA sets requirements, standards and list of professional competencies for this specialty. It has been found out that professional training of future family physicians at medical schools in the UK is aimed at the formation of competitive specialist, capable for having life-long education; such training is based on the cooperation of teachers and students in the active and equitable participation of students in cognitive processes, on the use of interactive methods of problem-based learning to form professional critical thinking. The role of family doctors' training at medical schools is not only to form knowledge, abilities, and skills, but also to develop an integrated and professionally oriented person who professes a system of universal and humanistic values. The system of future family physicians training is characterized by an early focus on practical activities, the integration of theoretical and practical training, development of the research abilities and skills, the use of modern innovative technologies, high mobility of students, priority of a student-centered learning. Bachelors of Medicine have a two-year compulsory foundation programme course, which is an intermediate level between medical school and specialization courses (residency). On a postgraduate level, almost all medical schools offer two Masters-level programmes and a comprehensive PhD programme All family doctors must become the members of the Royal College of General Practitioners (RCGP). The membership comprises an Applied Knowledge Test (AKT), Clinical Skills Assessment (CSA) together with Workplace Based Assessments (WPBA) conducted throughout the whole period of training. Continuing medical education is now mandatory for all doctors, under guidelines from the General Medical Council and Clinical governance. The RCGP curriculum describes the competences needed to be a GP in the UK. The curriculum addresses all sections of Good Medical Practice and is structured around six domains of core competence and three essential application features. The focus of the last chapter of the thesis is to present family doctors' training in Ukraine. The directions of implementing the experience of Great Britain in professional training of family doctors into Ukrainian system of education have been suggested
