L. Besh¹, B. Dmytryshyn², О. Besh¹, О. Yaskevych³, О. Мatsyura¹

¹Danylo Halytsky Lviv National Medical University

²Bogomolets National Medical University, Kyiv

³Ukrainian Catholic University, Lviv

This article reviews new opportunities increasing motivation of students to study. It is noted that during the formation of motivation a leading position have searching and selection of priority motives and determining the optimal structure of external and internal motivational sphere. Noted the necessity to motivate teachers pedagogical activity by activating intra-oriented motives, which are based on their own interest in the subject of teaching and externally oriented ones focused on getting results beyond pedagogical activities (remuneration, sanctions avoidance, etc.).

This topicality forms the purpose of our research – having identified motivational component of professional training of the future doctors, set peculiarities of motivation’s influence on the quality of students’ study and determine current opportunities to motivate students to study.

Motivational component of learning activities covers cognitive needs, motives and sense of education. To the most adequate motives in educational activity some scholars refer cognitive ones (broad cognitive, educational­ cognitive, self­motivational).

Materials and methods. To study the training grounds and training of future doctors motivation was conducted the research, during which the following methods were used: observation, interviews, anonymous survey of 4th year students of medical faculty N 2 of Danylo Halytskyi Lviv National Medical University and Medical Faculty N 4 of O. O. Bohomolets National Medical University. 195 students were involved into the study.

The study included questionnaires «Motivation criteria of professional competence obtaining». The questionnaire consists of 16 questions to determine the level of formation of the major internal and external motives of educational activities, entry, ratio of academic disciplines, the vision of their own place in the future profession, further specialization.

Results. Based on the observation of teaching and studying activities of the students was found that motivation is based on the set of internal and external reasons, and dominated internal (the desire to help the sick, care for the health of people and their own health). However, most students are willing to be engaged in practical activities.

We have identified three main types of motivational profiles that characterize both the level of formation of motivation study of future physicians: high (1st group of students), average (2nd group) and low (3rd group).

First group consisted of 102 (52.3 %) students with a high level of harmonic formation of internal and external reasons, providing optimal motivational basis of their academic activities in order to achieve the main goal ­ work on the chosen specialty.

Among the 73 (37.4 %) students of the second group was disproportionate ratio of external and internal reasons. In such students dominated the selective attitude to the subjects, their division into «necessary» and «unnecessary». Actually this group of students is a potential reserve to stimulate learning motivation and requires an active work of the teacher.

Students of the third group (20 ­ 10.2 %) with a low learning motivation showed weak expression of internal and external motives of educational activity. They are characterized by the indifference to education, the low level of activity and cognitive performance. It is the highest percentage among them those who were at university at random and have a low educational level training.

Conclusions. Cooperation between a teacher and a student in the class and during the extracurricular work along with the high professional level of teaching using innovative teaching methods is the best way to provide students’ motivation enhancement to study.

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