OBJECTIVE STRUCTURED PRACTICAL EXAM IN DISCIPLINE «UKRAINIAN LANGUAGE AS FOREIGN»: TRYING THE IMPLEMENTATION OF EUROPEAN EXPERIENCE IN THE UKRAINIAN EDUCATIONAL PROCESS

High quality higher education is a solid basis of individual and public intellectual property. It is also an integrated part of standard of living and citizens' welfare. Finally, the mission of higher education is to offer competitive priority to its receivers now and in the future. Therefore, we need to pay our attention to the quality of education. This article focuses on the health care system. This system of our modern society is very important because the existence and further development of the state institute as a whole is impossible without the full and harmonious functioning of the health care system. The authors focus their attention on the monitoring of students' knowledge and their speaking skills. The article is devoted to the problem of using the Objective Structured Practical Examination (OSPE) at a medical universityу, especially at the non-clinical departments of higher educational establishments. Objective Structured Clinical Examination (OSCE) is a modern up-to-date method of evaluation of the students' practical knowledge and skills, designed to test the clinical per-formance and competence in a range of skills that cannot be assessed by traditional forms of examinations. The experimental Stations of the Objective Structured Clinical Examination (OSCI) of the discipline «Ukrainian as a Foreign Language» has been proposed and described in details. The practice of such testing of professional medical competencies have been emphasized. Problems of research OSPI and OSCI have been analyzed. The importance of using the Objective Structured Clinical Examinations has been noted and proved. This article pays our attention to the fact, that the Objective Structured Clinical Examination (OSCE) is a test of skills, behavior, attitudes and application of knowledge, which has been an integral part of medical and dental curricula since late 1970s. As a procedural exam, it has been successfully supplementing other outcome-oriented assessment methods in order to measure students' preparedness to practice. In addition to making a judgement about competence, the aim of assessment is to guide future learning and shape values. The essence and mechanism of objectively structured practical and clinical examinations have been clarified. The role and importance of using OSCI at the higher educational establishments, especially universities offer varying levels of healthcare services, have been described and proved. An experimental station of an objective structured practical examination («Medical card of a hospital patient. Passport part», course III, medical faculty) has been presented and analyzed in details. In addition, the real possibility of using the Objective Structured Practical Examination (OSPE) can be used for checking of students' language knowledge and their speaking skills. Thus, it was concluded that there are some differences between the Objective Structured Practical Examination (OSPE) and the Objective Structured Clinical Examination (OSCI). The research has been presented within the anthropocentric scientific paradigm. Main descriptive-analytical methods, general-linguistic methods of scientific description, modern methods of comparison have been used. It has been appealed to special linguistic methods and techniques, including dis-course analysis.