Abstract. The article is dedicated to the study of the dominant motives in the learning of Latin language by foreign students. The article presents theoretical and practical aspects of foreign students positive motivation formation to study Latin language in higher educational institutions.  The concept of “motivation” is well-grounded and the main motivation criteria are considered.  The leading motives of foreign students for studying Latin language are outlined.  Methods of motivation during studying of Latin language and medical terminology by foreign students are offered.  The most motivating factors that encourage language learning have been studied. Guidance is given to students to remain motivated and support motivation to learn Latin. It was determined that the main criteria for the formation of students; motivation to learn Latin are: the presence of cognitive motives, achievement of goals when studying the discipline, emotions that arise during the learning process, the ability to learn and use the acquired knowledge in practice. It was found that the effectiveness of the educational process is directly related to the motivation and incentive to master the future profession of a doctor. The main factor influencing the educational motivation of foreign students is the mastery of knowledge, skills and competences, which in the future form the basis of professional activity. Increasing motivation of educational activity is promoted by: the method of assimilation of educational material, its content, teaching methods; the use of problematic motivations and tasks in each Latin lesson; use of interactive technologies. The influence of foreign students internal motives for studying the discipline is described.  It is concluded that providing a high level of motivation of foreign students to study Latin language requires the development of a didactic model of such motivation formation, which will provide perspective directions and tendencies for studying Latin language in the higher educational institutions.

У статті представлено аналіз особливостей  професійної підготовки іноземних студентів у медичних університетах України, з’ясовано  політичний, економічний та гуманітарний аспекти надання освітянських послуг іноземним громадянам. Розглядається процес адаптації іноземних студентів як передумова підвищення якості знань та труднощі, пов’язані з ним, вказано на необхідність пошуку нових форм та методів у навчально-виховній роботі з іноземними студентами, виокремлено головні завдання, які стоять перед кожним вищим навчальним закладом при підготовці іноземних студентів, зосереджено увагу на основних проблемах, з якими зустрічається іноземний студент при навчанні у вищих медичних закладах, запропоновано напрями адаптації іноземних громадян в Україні.

The article states that postgraduate medical education is determined by international standards, which have general application. These standards take into account differences in the content and process of medical education in countries through the prism of peculiarities in traditions of education, culture, socio-economic conditions, health and disease spectrum and in different forms of medical care system. The standards of post-graduate medical education, which are guided by: basic medical education, post-graduate medical education and continuous professional development are analyzed. It has been established that the scientific basis of medicine and the desire to base evidence for clinical practice are universal indicators, and the task of medical education is to provide medical care.

The article deals with the peculiarities of the content of foreign students education at the universities of Ukraine. The analysis of modern higher medical education stages and the organization of educational process as a whole was made. The comparative characteristic of the foreign students progress based on the results of the licensed test exam “KROK” within certain specialties and the process of adaptation of foreign students to living and studying conditions in Ukraine was noted.