This article examines the educational and professional motives peculiarities of first-year medical university students studying with different financial capabilities (publicly-funded, employer-sponsored education, and commercial training). Based on the questionnaires "Methodology of teaching pedagogical university students" (S.A. Pakulina, S.M. Ketko) and "Motivation for choosing a medical profession" (A.P. Vasilkova), as well as mathematical and statistical processing and obtained data interpretation, the author concludes that there is general and specific peculiarities of the studied phenomenon in the selected groups of students. Common features in the dominant motives section for choosing a profession include a set of internal motives (interest in the profession, wish to heal people, alleviate the severely ill and elderly people's and children's suffering, taking care of their own health and the health of their loved ones), as well as external motives (the need to solve scientific medical problems). In the section of actually working educational and professional activity motives, the external competitive motive ("keep up with fellow students") is the structure-forming motive in all three subjects categories? as well as receiving rewards motive ("to achieve the respect of teachers"). Among the professional motives of all respondents, the leading ones are internal motives for self-realization, self-improvement, and getting an interesting job, combined with external motives for achieving social recognition, respect, and guaranteed financial stability, including through starting a business. The specific educational and professional motives features are due to differences in the correlation relationships within each of the sections, which complement and clarify the general motivational aspirations of first-year male and female students. General and specific features generalization allowed the author to compose "motivational portraits" of three students groups and characterize them as "motivation of the prestigious-due” among students on a publicly-funded basis, "quasi-professional motivation" — among students studying in the employer-sponsored education direction; "Utilitarian motivation" — among students studying on a paid-for basis. The portrait's content suggests that employer-sponsored and paid-for education is more valuable for future doctors, especially in terms of understanding their professional future trajectory. The publicly-funded students' motivation has a more pronounced consumer gradation since it is not associated with the financial conditions of education and contractual obligations in relation to third parties — medical institutions and organizations.

The paper features the changes that take place in the process of adaptation of first-year students to the educational environment of the medical university during the first year of study. The methods research included diagnostic tools and methods of data processing, e.g. T.D. Dubowitzka and A. V. Krylova's technique "Adaptation of students at the university", questionnaire "Student Anxiety" in J. Taylor’s modification, φ-Fisher conversion multifunctional criterion and t-Student parametric criterion for dependent samples. A statistical analysis made it possible to make certain conclusions about the ambiguous nature of the dynamics of adaptation of freshmen to the educational environment of the medical university. The identified reliable differences in the indicators of adaptation to learning activity make significant additions to the scientific perception on the leading role of the given adaptation type, which has an open, pronounced, but fleeting positive character. The absence of significant differences in anxiety rates at the beginning and end of the school year indicates a fairly stable emotional background, with a predominance of average and elevated levels. On the other hand, certain aspects in the educational environment of the university cause persistent negative experience. The emotional state of the respondents by the end of the first year revealed a new aspect of anxiety, i. e. interpersonal relationships within the grouр. The authors believe this is due to the change of orientation in the adaptation process. The change reflects the formation of a community of freshmen with actively flowing processes of status differentiation and the transformation of a diffuse group into a prosocial association. This transformation suggests a different kind of adaptation dynamics to student grouр. This longer and more latent kind of adaptation is determined by intragroup processes.

This paper presents the structure and descriptive content attitude peculiarities health behavior among 1st, 3rd, and 6th-year med students. With the use of the complex questionary "Health behavior" by R.А. Berezovskaya as well as the empirical data interpretation and mathematical-statistical processing hypothesis about structural substantive differences of an interrogated phenomenon among med students of various study years were confirmed. But the assumption about the leading part in the structure of the axiological-motivational component relationship was confounded. This component plays a bonding part between knowledge and personality health behavior. For each study year, specific health behavior features are determined by the formula: I know – I don’t worry. I know – I do (for 1st study year); I know – I worry – I do (for 3rd study year); I know – I don't worry. I know – I do. I worry – I don’t do (for 6th study year). The axiological-motivational component has an indirect effect on the health behavior structure through other components separate block-questions: 1st year – cognitive and behavioral; 3rd – cognitive and emotional; 6th – emotional and behavioral. The substantive components' content of health behavior is observed for 1st-year students with the life experience taken to account, for 3rd-year students – by the gradual life knowledge and behavior modes displacement with acquired special knowledge and skills, for 6th-year students – by the general "professionalization" of health behavior and reliance on the competencies formed in the learning process in the core doctor assets. The general structure of health behavior for all med students has a pronounced “knowledgeable” nature with the leading part of the cognitive component in combination with positive emotions and individual actions of self-preserving behavior. The axiological-motivational component in the general structure of the attitude, presented in isolation from the available knowledge, experienced feelings, and executed behavior, confirms the conclusions in the scientific literature that for young people health and a healthy lifestyle is a possibility rather than a desirable model of behavior in which the value of health is actively declared by all, but is realized only by a small part of students.

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В статье анализируются результаты пилотажного исследования, проведенного на ординаторах 1-го и 2-го года обучения с целью изучения их представлений о коммуникативной компетентности врача и условиях, необходимых для её полноценного формирования. На основе составленной автором исследования анкеты были получены данные, свидетельствующие о достаточно высокой оценке обучающимися коммуникативных навыков врача, обеспечивающих, наряду с клиническим мышлением и практическими манипуляциями, эффективность целостного лечебного процесса. Применение методов статистического анализа позволило выявить некоторые достоверные отличия, присущие ординаторам 2го курса, и обусловленные более длительным опытом их практической медицинской деятельности в лечебных учреждениях. Данная группа опрошенных чаще выделяет умения устанавливать контакт, вести беседу и укладываться в положенное, нормативно заданное время, а также грамотно формулировать и задавать вопросы пациенту при сборе анамнеза и постановке предварительного диагноза, более сдержанно оценивает наличие в вузе всех необходимых для формирования коммуникативной компетентности умений, а также более остро ощущает потребность в специальной коммуникативной подготовке именно на этапе обучения в ординатуре. Недооценка ординаторами обоих лет обучения дисциплины «Психология» в системе профессиональной подготовки врача актуализирует перспективную задачу дальнейшей разработки заявленной проблемы-создание специального курса по психологии коммуникации врача и пациента, интегрирующего в себе клинические и психологические знания и способствующего целенаправленному, последовательному и эффективному формированию коммуникативной компетентности у будущих врачей в образовательном процессе медицинского университета. Ключевые слова: врач, пациент, коммуникация, коммуникативная компетентность, коммуникативные навыки, ординатор.