THE STRUCTURE OF FUTURE DOCTORS READYNESS FOR THE PROFESSIONAL COMMUNICATION

The article deals with the meaning of the phenomena «readiness» on the basis of the analysis of scientific works. The structure of the notions «readiness» to communicative activity is determined and the interconnection of its constituents is disclosed. Levels of studentsʼreadiness to professional communication have been grounded. Thus, the low level of readiness of students to professional communication involves not only motivation, but lack of awareness of students master the necessary basics of professional communication; lack of initiative in the classroom; superficiality professional communication skills and inability to apply them, which leads to the fulfillment of certain communication actions in the chaotic sequence; inability to independently solve communication problems and more. The average level of preparedness provides sufficient motivation and awareness of the importance of professional communication for future medical practice; for the essential professional communication skills and the ability to apply them; not a conscious and consistent implementation of professional communicative interaction; a high level of readiness for professional communication provides a stable motivation and awareness of students value professional communication in medical case; perseverance, initiative and dedication educational activities of students; the presence of high-level professional communicative knowledge within the program, extracurricular materials and the ability to apply them; automatic communication skills and abilities; the possibility of solving atypical communicative situations. The expedience of forming of high level of readiness of future doctors to professional communication in the context of professional preparation has been grounded in the article, different interpretations of readiness to intercourse have been considered.The essence and structure of readiness of future doctors to professional communication have been determined. It has been found out that readiness to professional communication which consists of motivational-value, cognitive, efficient and personal-developmental components is the constituent of general readiness of future doctors to professional activity. These components are determined by clearly-defined criteria and indicators. This is motivation to obtain professional skills of communication and orientation training; knowledge purposeful training of professional communication of future doctors; students practical work aimed at forming skills of professional communication; self-professional communication students towards medicine. Readiness for professional communication is part of the overall preparedness for future medical preparing and acquired in the learning process.