The dissertation presents a theoretical generalization and a new solution to the scientific problem of forming the readiness of future doctors for intercultural interaction in professional activities, which made it possible to substantiate and build a structural model for ensuring this process, to develop and experimentally test the pedagogical conditions of the specified construct in the process of professional training.
The purpose of the study is to theoretically substantiate and experimentally verify the structural model of the formation of the readiness of future doctors for intercultural interaction in the process of professional activity and the pedagogical conditions for its implementation during professional training. The scientific novelty of the obtained results of the scientific research is that for the first time the pedagogical conditions for the formation of the readiness of future doctors for intercultural interaction have been defined and scientifically substantiated (creating a multicultural educational environment in a medical institution of higher education; directing the educational process to the formation of intercultural interaction skills by means of interactive teaching methods; involving future doctors to the organization of constructive intercultural interaction in extracurricular activities); the essence of the concept "readiness of future doctors for intercultural interaction" is determined; methodological approaches to the formation of the readiness of future doctors for intercultural interaction in professional activity (axiological, cultural, competence, personal, dialogic) are considered; the component structure of the readiness of future doctors for intercultural interaction in professional activity (motivational, cognitive, activity, affective components), criteria and indicators of the specified phenomenon were identified: guideline criterion (availability of positive motivation for professional activity in a multicultural environment; availability of motivation to achieve success in professional interaction), cognitive criterion (awareness of the national and cultural characteristics of different countries; awareness of the peculiarities of cultural dialogue), behavioral criterion (availability of communication skills; availability of emotional self-regulation skills), personal criterion (availability of tolerance; availability of empathy ); a structural model of formation of readiness of future doctors for intercultural interaction in the process of professional training was developed and experimentally verified, which was implemented in stages (information-cognitive, practice-oriented, independent-creative stages); the essence of the concepts: "intercultural interaction of future doctors", "formation of readiness of future doctors for intercultural interaction", "multicultural environment of a higher medical education institution" has been specified. The theory and methodology of professional training of future doctors in institutions of higher medical education gained further development.
The practical significance of the research results is that the diagnostic and experimental methods of forming the readiness of future doctors for intercultural interaction in professional activities, the program of the student group "Intercultural interaction of future doctors" have been developed and tested. The content and results of scientific research can be used by teachers of medical higher education institutions of Ukraine, during classes, development of training courses and scientific and methodological manuals, writing of scientific articles, in postgraduate education of doctors, during the preparation of coursework and qualification (master's) works of future doctors.
