The thesis is a comprehensive research within the framework of which the state of research problem and the theoretical foundations for the organization of students’ independent work in higher medical educational institutions in the USA have been clarified. The historical stages of the development of institutions of medical education as the center of organization of students’ independent work in higher medical educational institutions of the USA are defined: preparatory (the second half of the 18th century - the beginning of the 19th century), the initial (the second half of the 19th century, the first half of the 20th century), the developing (the second half of the 20th century), the reforming (from the beginning of the 21st century). It is proved that the most effective for the organization of independent work of medical students were the developing and reforming stages. It is found out that in American medical education for the definition of independent work the term "self-directed work" is used. The principles of the organization of independent work of medical students are determined. The normative foundations of organization of students’ independent work in higher medical educational institutions in the USA are characterized. It is proved that the process of organization of independent work of students is regulated at the international, federal, regional and institutional levels. The curricular foundations of organization of students’ independent work in American medical schools are determined: the implementation of an integrated curriculum in the form of horizontal and vertical integration, bringing clinical relevance to basic sciences, fulfilling of scientific research by the students, of electives on individual schedule, individual tutoring with the choice of tutors by the students, officially scheduled time for student’ independent work, use of Individualized (Personal Learning Plans or Contracts), participation in Learning Communities. The methodical foundations of organization of independent work of medical students in the USA are outlined: methods (Required Scholarly Projects and Reports, Just-in-Time-Teaching, Minute Papers, Think-Pair-Share, Role-Playing, Shadowing, Hands-On Clinical Experience, etc.); instructional strategies of Problem-Based and Team-Based Learning; educational technologies (Simulations, Virtual Patient Cases Social Networking, Mobile Technologies and Gaming); forms of online education (synchronous and asynchronous learning, online learning per se, web-enhanced, blended or hybrid learning, Massive Open Online Courses); devices (computer programs, Audience Response System, iBooks, Student Dashboard, etc.). The possibilities of using positive American experience of organization of independent work of medical students in higher medical educational institutions in Ukraine are outlined. The model of optimization of independent work of medical students has been developed and recommendations for its effective implementation are presented. The model specifies the purpose, normative foundations and pedagogical conditions (principles, curricular and methodical foundations) for increasing the efficiency of organization of independent work of medical students on the basis of creative use of positive experience of medical schools of the USA in Ukraine.
