Ways to Increase Motivation for Studying Among Foreign Medical Students in a Clinical Department

Abstract

Abstract. During the last decade, there was a constant increase in the share of foreign medical students in Ukrainian higher education institutions. But this trend was disrupted due to military aggression by the Russian Federation. Therefore, the institutions of higher medical education in Ukraine faced an urgent problem – to increase their attractiveness to foreign applicants now and restore the demand for educational services in the future. Among the main factors influencing the attractiveness of a higher education institution on the international market is the satisfaction of the customer's country with the results of training. The latter are determined by the level of the graduate's mastery of the necessary competencies. And among them, professional ones – which are acquired at clinical departments – have a crucial place and are decisive for the profession. It is important to note that motivation is one of the predictors of competencies acquisition. It has been proven that the inspiration for studying in medical students changes due to various factors. Their understanding will allow teachers and educational institutions to affect them to promote the development of positive motivation to study a clinical discipline in foreign learners.
 That is why the aim of the study was, based on the literature review, to establish the factors that influence the motivation to study a clinical discipline among foreign medical students, as well as to determine the ways to increase it.
 Results. When studying literary sources, it was found that one of the motivation models widely used in education is the self-determination theory, according to which there are three its key components: autonomy, competency, and relatedness (a sense of connection with others in the group). These three components interact and influence each other, forming the motivation to study the discipline. When students feel independent, consider themselves competent in their abilities, and have a supportive social environment, their motivation increases.
 To create positive motivation in foreign learners at the clinical department, it is necessary to understand their needs and make an environment that supports learning. And the strategies to implement this should target both changes on the organization's part and the impact on the individual student. Some of the interventions are specific to foreigners, while others do not differ from those used in all students, but this does not make them any less valuable.
 To increase motivation to study the clinical discipline in foreign medical students, the following directions of work were identified: to provide language support, ensure the acquisition of multicultural competence, foster the development of a sense of connection in the group, set clear learning objectives, regularly provide constructive feedback, improve access to clinical experience, appoint a mentor or tutor, emphasize the importance of clinical discipline, give examples of role models, involve in research projects, accentuate on the need for physical and mental well-being.
 It is important to remember that each student is unique and their motivations may differ from those of others. Regular feedback from international medical students and responsiveness to their needs and concerns is critical to creating an environment that fosters motivation to study a clinical discipline.