Debatable Questions about Bologna Process in Ukrainian Medical Education

Introduction. Today, despite the already significant experience of implementation of the main provisions of the Bologna Declaration in the domestic educational space, many students and faculty of higher educational institutions (universities) quite often express themselves quite ambiguously, due to the lack of integrity, completeness, thoughtfulness and proper resource provision. It is difficult to expect a brilliant final result if you introduce something in parts. This approach often leads to a negative or distorted result. Aim. To discuss the issues of the implementation of the Bologna process into the medical education of Ukraine. Materials and methods. In this article the debatable questions about the Bologna process implementation into the Ukrainian medical education are studied including thequestions about the students and teachers mobility, teaching load standards, students' knowledge evaluation system, peculiarities of students' training in clinical departments. Our own experience of the Bologna Declaration statements implementation into the pedagogical activities of pediatric department of Lviv National Medical University is described. Results. The Bologna process in Ukraine has dramatically increased the time, duration and frequency of formal control of students' knowledge and skills. And if the number of students in the group who came to the clinic reaches 13-15 people, then the teacher turns into a machine for formal assessment of students' knowledge. The reduction of classroom hours and an increase in self-learning are often interpreted by the students as a way to get rid of the latter. Practice shows that students themselves learn not only through laziness, but also through inability. This form of work requires a significant increase in the library stock, modern literature, mass free Internet access, virtual educational programs, telemedicine resources, distance learning. Conclusions. To optimize the educational process in Ukraine, the pedagogical load of the teaching staff and the number of students in the academic staff should be fixed as soon as possible. There must be created the modern university clinics with proper funding, students and teachers have to focus on the training of a wiser physician who needs the health care system most, and to improve the equipment of the departments of higher educational institutions and postgraduate education institutions with modern diagnostic and therapeutic equipment and materials, to motivate students to study.