The dissertation examines the theoretical and practical principles of future doctors training in higher educational institutions of Great Britain. The main strategies were determined for the development of medical education in the UK as extrapolation of the results of the activities of international public medical organizations and associations (global modernization of medical education, the development of innovative medical technologies, the development of lifelong medical education throughout life, the implementation of the medical education documents of international organizations on human rights; extrapolation of the International Code of Medical Ethics into the content of medical education, etc.); the influence of integration processes in education on the standardization and quality of higher medical training of future doctors in Great Britain (creation of a single educational space, recognition of diplomas and certificates, unity of approaches to licensing and accreditation, international cooperation). Theoretical and methodological principles of professional training of future doctors are determined; a retrospective analysis of the development of higher medical education in the UK was performed, periodization of the formation and development of medical education was characterized; the system of professional training of future doctors in higher educational institutions of Great Britain as a holistic and perspective pedagogical system covering the following interrelated components: purposeful, theoretical-methodological, organizational, content, technological, productive, prognostic; structural-substantive (standardization, diversification of educational programs based on the competence approach; lifelong education (bachelor's degree, master's degree, doctor of philosophy, etc.) characteristics; procedural peculiarities (integration of traditional and innovative forms and methods of teaching, informatization of the educational process, logical combination of training in large and small groups, distance learning, etc.); organizational (variety of forms of preparation for entering the medical establishment, orientation to the free choice of an individual trajectory of study, diversification and nostrification of diplomas, the possibility of foreign language training for foreign students, etc.); particulariry of pedagogical-teaching activity in higher medical establishments of the Great Britain (personal, competent, professional, innovative, motivational, etc.) are defined; modern labor market requirements for vocational training of future doctors are described; the improvement of the situation such as: the influence of international medical organizations on the justification of strategies for the development of the professional training of future doctors in British higher educational institutions, conceptual ideas for the development of the professional training of future doctors has been improved; the implementation of personality-oriented and axiological approaches to the professional training of future doctors; further development of the position regarding the dynamics of the formation and development of the system of training future medical doctors in the UK; scientific substantiation and methods of using innovative approaches to the organization of educational activities of medical students.
Theoretical results, generalizations and conclusions can be used in solving scientific and practical problems of the preparation of future doctors in higher medical educational institutions of Ukraine; the ways of using the progressive ideas to the experience of higher education in Great Britain are defined, it is the purpose of improving the system of professional training of future doctors in Ukraine; the organizational and didactic principles of the training of future doctors of the British medical educational system in the state system of medical education (forms of training, interactive pedagogical and design technologies, professional modeling, contextual, laboratory, practical, distance learning, assessment of educational achievements of future physicians – portfolio, diaries; CV; practical tasks and control situations with the participation of real patients, "studying at the bedside of a patient" or virtual patients, training students or implementing role of patient); models of subject-subject relations in the group of students training and psychological and pedagogical approaches to the professional activity of teaching staff for the training of future doctors in higher medical educational institutions.
