Humanitarian aspects of medical education as an inseparable component of foreign students' education

The modern world is experiencing a period of globalization - the era of comprehensive unification of humanity in the space of information and communications. The improvement of higher education should be carried out within the framework of integration projects and international integration of higher education [4]. The fundamental nature of education has always made Kazakhstan attractive for foreign students and traditionally students from different countries come to our universities to study. Last years the number of students wishing to get education in Kazakhstan universities has increased which confirms the main tendency of the Bologna process - the internationalization of education [6].

The introduction of the state educational standard of higher professional education had a significant impact on the educational process - the requirements for the results of mastering basic educational programs (BEP) in the competence approach there was changed students' individual work and the role of the teacher from the position of teacher to tutor position. The main goal of the development of the medical education system is a new educational standard which is the preparing a specialist for individual medical practice of the material and technical equipment of health care [4]. The basic criterion for assessment the quality of medical education is professional competence as «the integral characteristic of a specialist, which determines his ability to solve professional problems and typical professional tasks which arising in real situations of professional activity with using his knowledge and life experience, values and inclinations» [ 3].

The humanitarian aspect of medical education reflects the paradigm of humanitarian problems of a doctor’s professional activity - the problems are the relationships with patients, with their families and colleagues, issues of medical law, problems of a holistic approach to the prevention and treatment of diseases, aspects of the impact of scientific discoveries on safety and improvement of human health, problems of sharing best professional experience, etc. [2]. Teaching of humanities to foreign students of a medical university, such categories as language, culture, family and ethnic origin become most important for teachers. Along with professional thinking you can see demands on the humanistic professional consciousness and personality of a specialist as a person who occupies a special position - the position as assistance personal responsibility and participation in the life of the patient. That is why the medical education system includes disciplines that focus on people and society — such as philosophy, cultural studies, bioethics, etc. For example, a foreign student can illustrate the importance of philosophy for a future doctor. Doctor must understand the competence and the importance of patients' consciousness.

In conclusion, I would like to note that the medical specialty is formed on the basis of moral principles, has moral meaning and is filled with moral meaning. Oblivion of the moral component of medicine society with the thoughtless and uncontrolled introduction of new technologies into practice, the use it to the danger of the life of a particular individual and the whole society [1]. Humanitarization of higher medical education aims at the formation of a morally and spiritually developed person - a future specialist, regardless of his national and cultural affiliation and able to harmoniously combine education, professionalism, spirituality, moral education; This process is aimed to assimilation humanitarian knowledge, humanitarian culture, and the humanitarian potential of medicine.



  1. Аgeeva N.A. «Этический аспект проблемы взаимоотношения врача и пациента» // Гуманитарные и социальные науки. — 2012. — № 5.
  2. Mikirtichan G.L. «Гуманитарная составляющая высшего медицинского образования» 2014
  3. Shapoval G.N. «О понятии профессиональная компетентность» 2011. — № 8.
  4. Shapoval G.N., Kamalova O.N. «Оптимизация обучения иностранных студентов медицинских вузов в условиях культурной адаптации в рамках ФГОС 3 поколения» 2013. — № 4
  5. Shapoval G.N. «Соотношение компетентностного подхода и качества образования в процессе инкультурации иностранных студентов» 2012. — № 4 (1).
  6. Shapoval G.N. «Соотношение компетентностного подхода и качества образования в процессе инкультурации иностранных студентов» 2010. — № 2
Year: 2018
City: Shymkent
Category: Medicine