УДК: 61:378:004.8

Стрімкий розвиток штучного інтелекту трансформує систему охорони здоров’я, змінюючи підходи до діагностики, клінічного прийняття рішень і роботи з медичною інформацією. У цих умовах інтеграція технологій ШІ в медичну освіту набуває стратегічного значення. Підготовка майбутніх лікарів потребує формування не лише клінічних компетентностей, а й здатності ефективно взаємодіяти з інтелектуальними системами, критично інтерпретувати їх результати та застосовувати їх етично й відповідально. Це зумовлює актуалізацію ШІ-грамотності як комплексної освітньої компетентності.

Метою роботи є системний аналіз концептуальних підходів до визначення ШІ-грамотності, узагальнення сучасних педагогічних стратегій її формування та обґрунтування перспектив інтеграції в програми медичної освіти. У статті проаналізовано міжнародні наукові дослідження та нормативні документи, що розглядають ШІ-грамотність як багатовимірну метакомпетентність, яка охоплює концептуальне розуміння принципів роботи алгоритмічних систем, критичне оцінювання їхніх результатів, етичну відповідальність і здатність до рефлексивного прийняття професійних рішень.

Окрему увагу приділено впливу генеративного ШІ на освітній процес і формування професійної ідентичності лікаря, а також ризикам алгоритмічної залежності та послаблення автономного клінічного мислення. Обґрунтовано необхідність міждисциплінарної інтеграції ШІ-грамотності в медичну підготовку, впровадження інноваційних освітніх стратегій, розроблення інструментів оцінювання та забезпечення етичних стандартів використання технологій.

Зроблено висновок, що ШІ-грамотність слід розглядати як стратегічну компетентність сучасного лікаря, спрямовану на забезпечення балансу між технологічними можливостями та професійною автономією в умовах цифрової трансформації медицини.

The textbook has been compiled in accordance with the requirements of the English language programme for students of medical educational establishments of the 1st-4th level of accreditation with basic knowledge of English. The aim of the textbook is to master skills in communication, reading and translation of scientific medical literature. The textbook includes 19 units which contain original texts on general medical issues, healthcare matters, anatomy, physiology, grammar material and exercises for practising and improving English language skills. The methodology integrates speaking, listening, writing and reading skills following the task-based approach.

A future medical practitioner is a holder of high moral qualities, possessing ethics and the method of aesthetic 
communication. A good command of aesthetic communication in nursing practice has a positive impact on achieving 
desired outcomes. The aim is to highlight the conceptual frame and the specificity of aesthetic communication for future nurses and how to implement it during the educational process. Analysis, synthesis, and systematization were used to shape the complex characteristics of developing aesthetic communication; comparative and descriptive methods were used to distinguish the effective features of aesthetic communication; the analytical method was applied to receive information about the theoretical and practical problems of developing aesthetic communication; and the Pearson test χ2 was used as a statistical method to compare and verify the obtained data. The research involved 90 students of the nursing faculty at Andrey Krupynsky Lviv Medical Academy in Ukraine, divided into experimental and comparison groups. The results showed a high level of aesthetic communication in the experimental group (42%), versus the comparison group (22%). Students’ academic performance improved in four language skills: reading, speaking, listening, and writing competence. All students demonstrated significant improvement in speaking fluently due to the implementation of aesthetic communication exercises into the teaching process. Our suggested technique for teaching a basic course, “Professional English”, in combination with an optional course, “Aesthetic Communication,” works properly and should be implemented in other higher educational institutions, as good aesthetic communication skills are crucial in building a nurse-patient relationship. 
Keywords: aesthetic communication; external and internal personal communication; professional English; nursing 
education; future nurses 

The article presents perspectives of reforming higher medical education in Ukraine based on European and American standards. The main goals to be accomplished until 2025 include: to improve the quality of medical education; to renew the content of education based on achievement of modern medical education and evidence-based medicine. Therefore, new standards of education, taking into consideration recommendations of World Federation of Medical Education, should be elaborated, discussed and officially approved. The aim of reforms in higher education is creation of unified criteria, methodologies and control systems as well as mutual recognition of diplomas on higher education, promotion of students’ and lecturers’ academic mobility. In 2017, a number of reforming laws were adopted in Ukraine aimed at transforming the system of health care in Ukraine. These innovations confirm the importance of increasing entrance requirements for applicants to higher medical educational establishments.

The article deals with the issues of developing students’ creative skills at medical educational institutions. Intensification of students’ creative potential occurs through the formation of thinking, research and communication skills, ability to interact with information means and technologies. Second-year students of General Medicine Faculty were involved in the experiment at Danylo Halytsky Lviv National Medical University in Ukraine. Experimental and control groups included 172 students in each one. We singled out two groups: a control group – training based on
the available basic course “Professional English in Medicine” and an experimental group – training based on a combination of two courses: the basic course “Professional English in Medicine” and the elective course “Special Medical Terminology”. Homogeneity of the control and experimental groups was checked using Student’s t-test. Testing 0-hypothesis showed no significant differences between samples for the reliability level 0.05 (5% probability). At the first stage of the experimental study, students’ performance was considered at the beginning of the experiment in the control and experimental groups. Students were divided into three levels: high (82–100 points), medium (64–81 points) and low (50–63 points). Certainty of differences between groups was tested using Pearson’s chi-squared test (χ2), according to which the critical value was  = 5.991, and the corresponding empirical value = 0.414. Thus, any differences between the results of the control and experimental groups are random variations with a probability of less than 5%, and, therefore, the samples are homogeneous by the research indicator. Verification of reliability of the obtained results in improving the level of creativity in students was checked by Pearson’s chi-squared test (χ2), according to which the critical value equaled 5.991 and the corresponding empirical value = 6.11. Thus, any differences between the results of the control and experimental groups are with a probability of less than 5% and based on the result of introduction of an active pedagogical factor into the educational process, and, therefore, the difference between the control and experimental groups is expected for the studied indicator. To define creative abilities, we used Joy Paul Guilford’s parameters and factors for interpreting variations in creativity: sensitivity to problems; flexibility and fluency; originality; synthesis, analysis; reorganizing or redefining; complexity and evaluation;
to determine verbal aspect of students’ creativity, we applied the techniques suggested by Walther Moede and Sarnoff A. Mednick. All students performed significant improvement in the ability to generate a lot of ideas; they also showed a steady increase in such forms of creativity as sensitivity to problems, flexibility and fluency. Slight increase was noticed in reorganizing or redefining, complexity and evaluation. The students’ ability to solve problems by realization of relevant analytical and synthetic operations must be taken into consideration while developing creativity and creative communication of medical students.