УДК 61:378:811.11:614.23

The paper aims at researching the correspondence of academic aims of “English for professional purposes” and the professional requirements of future physicians. It involved application of several methods and approaches directed at collecting, calculating and interpreting received survey results of 407 first-year medical students of Danylo Halytskiy Lviv national medical university. The research results are presented as absolute mean values of positive responses as well as their relative number in percent (%). The difference between groups of categorized indices was considered confident for p0.05. All statistical calculations were performed in the R Studio software. All defined academic aims of English were positively evaluated by the survey ПРОФЕСІЙНА АНГЛІЙСЬКА МОВА ДЛЯ МАЙБУТНІХ ЛІКАРІВ: ВІДПОВІДНІСТЬ ЦІЛЕЙ НАВЧАННЯ ТА ПОТРЕБ СТУДЕНТІВ Молодь і ринок № 5 (213), 2023 74 participants: the number of responses “very important” and “important” are significantly higher than “not important” and “completely not important” (p0,05). The academic aims leading among all positively estimated include: 1) development of medical terminology knowledge (401/407; 98,5%); 2) development of patient-physician communication skills (397/407; 97,5%); 3) development of lexical skills and skills of critical thinking (384/407; 94,3%); 4) motivation of students (382/407; 93,9%); 5) development of oral communication skills (379/407; 93,1%). Aforementioned aims are related to the development of English communication competence of medical students, which is the readiness to interact qualitatively and effectively in professional medical setting with professional and non-professionals. However, the academic aims evaluated by students as less important include the development of empathy and written skills comprising the communication and academic competences. This phenomenon requires further study aimed at promoting student reflection of understanding the significance of these skills in their professional career. The development of communicative skills in higher medical education should be competence-based; it should be restricted by the educational and academic goals aimed at realization of the competence-based approach and development of professional competencies in future physicians. Thus, the performed research confirmed the correspondence of academic learning, developmental and tutorial aims of “English for professional purposes” with professional requirements of future physicians. The system of academic goals aids realization of competence-based approach and further development of professional communicative readiness for interaction in medical setting with professionals and non-professionals. Keywords: English for professional purposes; aacademic goals; future physician; medical university.

The article aims at implementing Japanese experience of communication training by means of digital storytelling (DST) at Danylo Halytsky Lviv National Medical University under conditions of COVID-19 quarantine and distance learning. The paper studies and discusses the effectiveness of DST-based training and evaluation technique in the development of communication skills. The research involved 76 first- (N = 38) and second-year medical students (N = 38). The evaluation of DST skills was performed by ten criteria (8 structural, 2 stylistic) and occurred in three stages: introductory, developmental and final. Obtained data were statistically processed and analyzed. The research results were analyzed by (I) differences between groups, and (II) differences between stages. They indicate significant improvement of DST skills in both experimental groups at three research stages (p < 0.01). Rapid developmental dynamics of DST skills is primarily associated with better improvement of DST skills by structural criteria compared to stylistic in all participants (p < 0.01). This phenomenon indicates the requirement for further analysis and paying more attention to the development of lexical and grammar skills of medical students. Thus, the study confirmed the effectiveness of DST method in communication training and feasibility of its implementation in higher medical education as a tool of communication skills development.

The boundaries between truth and falsity are being assessed in the context of Plato’s theory of recollection. The nature of knowledge is seen as quite elusive, and this is why it evokes a need for questioning the notion of truth. Most important theories of truth are analyzed and taken to consideration in order to assess the boundaries of truth and falsity. The question of truth and falsity is being discussed in the context of broader topic of perception of the Universe. This is why the place of language and sensations is analyzed in the frame of cognizance. Theories of modern and post-modern thinkers are seen as a continuation of some statements made by Plato. Some approaches to cognizance of the Universe are evaluated in the diachronic aspect in order to develop a suitable theory of boundaries between truth and falsity. Approaches to paradoxes related to knowledge and deception are assessed in order to specify the distinction between truth and falsity. Machine assistance in the process of decision making is analyzed. Keywords: truth, knowledge, cognizance, reminiscence, deception