Research of the peculiarities of the motivation sphere of future doctors

We shall note that the number of students of all specialties who plan to work in the area of expertise, as is shown in Table 10, far exceeds the number of those who do not have such plans. In particular, 89.6% of students specializing in „General Medicine” plan to work in the area of expertise, 1.6% - don't; 85% of future pediatricians plan to work, 3% - don't.Less, but still significant difference is observed among psychologists: 49% of future medical psychologists and 64.7% of future psychologists plan in the area of expertise, respectively 11.3% and 17.6% - don't. In our opinion, rather vivid difference between students of the specialties „General Medicine”,„Pediatrics” and future psychologists is partly due to the specifics of the professions themselves. The professions of doctor and pediatrician are more clearly defined, narrowly directed and sufficiently formalized in comparison with the professions of psychologist and medical psychologist due to the strict limits of professional competence, well-formulated professional tasks and the standard list of possible places of work and hypothetical positions, that were made throughout a long time. Accordingly, at the time of admission to a higher education institution, an applicant, who chooses one of the two named specialties, imagines sufficiently clear and realistic the conditions for future labour activity and its content. Quite another matter is with future psychologists and medical psychologists due to the lack of stable traditions, imperfect regulatory framework etc.

In the same way, in our opinion, can be explained a sharp difference in the number of respondents who did not determine the answer to the question „Do you plan to work in the area of expertise as specified in the (College/Degree) Certificate?” at the time of the survey. If the results on specialties „General Medicine”, „Pediatrics” and „Psychology” are quite proportional and do not reach the high values (7.2%, 9% and 5.9% respectively), then the future medical psychologists at the time of the survey in one third (35.9%) did not determine whether they would work in the area of expertise.We can assume that some of them are really confused and unsure of their own desire and opportunities to find work in the area of expertise, while some intend to work as psychologists, but they consider non-medical spheres of their profession, perceiving it as a formal change of specialty.

Discussion

On the basis of our empirical research, we can generalize that professional and educational-cognitive motives prevail among students of all courses of the specialty „Medical Psychology”. Professional and creative self-realization motives are more significant for students of the specialty „General Medicine”. The students of the specialty „Pediatrics” are dominated by social motives. Students of the specialties „General Medicine”, „Pediatrics”, „Psychology” plan to work in the area of expertise, but among students of the specialty „Psy- chology” the percentage of negative responses to this question is higher. Students of the specialty „Medical Psychology” demonstrate the tendency for confusion about professional self-determination, since the per-centage of „Undecided” answers is significantly higher in comparison with other specialties.

Family support, especially mother support, the positive assessment of friends increases the learning motivation of students. Careless statements of teachers about the inability to become doctors to one or another student, instead, significantly reduce the learning motivation of the students (McHarg, 2007: 818).

A number of researchers point out that external motivation is associated with the choice of a medical profession at will and a high average score of a school certificate. In addition, external motivation is more common for women. The internal motivation correlates with the support of the family, the determination to obtain the profession of a doctor, and, in particular, the personal choice of the profession.The complete lack of professional motivation is more common for men and is associated with depression (Kunanitthaworn, 2018, p. 7). Internal motivation is also lower for those students whose close relatives do not work as doctors. The external motivation is, on the contrary, higher if one of the relatives works in the medical field(Ramezani, 2018: 87).

Scientists from Saudi Arabia indicate that the system of continuous evaluation serves as a motivation tool for medical students. A constant testing of knowledge in the form of tests leads to positive competition for the best score (Tariq, 2018: 78). Social learning is also a source of good motivation for medical students (Keren, 2017: 315).

According to research of foreign scholars, students of medical specialties express more autonomous professional motivation than controlled. Correlation analysis showed a significant link between autonomous motivation and a higher development of consciousness, reflection in learning, learning achievements, learning experience in a team, and the intention to continue education (Sobral, 2004: 954).

A group of Dutch researchers conducted a study on the identification of age and gender specifics of medical students' motivation field. They got the following results: women have more professional motivation than men; the older the student, the higher professional motivation (Kusurkar, 2010: 310).

Researchers from South Korea have found an interesting relationship between stress and professional motivation - the lower the level of stress, the higher the motivation. Additionally, stress management measures for students increase students' motivation, so teachers should pay attention to it (Park, 2012: 148).

The results of Kozova's research among dentistry students indicate that the motivation slightly increases with the introduction of the Bologna credit-module training system, but does not come automatically, requiring stimulation in the learning process (Kozova, 2015: 300).

Also, research of medical students' professional motivation was carried out by a group of Russian scholars. As a result of research, it was found that students of the 1st-2nd courses are more motivated by the profession of a doctor because of their desire to assert themselves or to gain the respect of their loved ones, colleagues, parents etc. In the first place in the number of choices is the orientation of young people to obtain an education document rather than an increasing professional competence (Stepanenko, 2017: 74).

Conclusions

Therefore, as a result of our empirical research, the differences in the motivation field of future doctors and future doctors-psychologists may be explained by the specifics of the sample, namely at least two reasons. The first is that, due to the lack of traditions, the imperfection of the regulatory framework and the various legal and organizational difficulties, as of today, the content of the professional activities of a medical psychologist (and partly a psychologist) is not definitively defined, clearly regulated and, moreover, well-known to the masses of the population. It can scare away from these professions at the stage of their choice, as well as give rise to anxiety and insecurity among those already undergoing vocational training in these specialties. Mix in the difficulties with our employment, that we have mentioned, the false stereotypes that exist in the mass consciousness, and so on. The second reason, as it seems to us, should not be unequivocally evaluated as negative. It consists of the fact that the field of demand for psychological knowledge is constantly expanding, psychologists and medical psychologists are more and more able to carry out their professional activities.Today, medical psychologists and psychologists are in demand not only in medical, preventive and educational institutions, but also in manufacturing, in business, in man-agement structures, in so-called uniformed services, and so on. Moreover, even medical psychologists, whose limits of professional competence are narrower than those of "classical" psychologists, are found to be in demand not only in the health care system. For example, the content of their vocational training makes them indispensable specialists for sports schools, edu-cational institutions for children with special needs, geriatric homes, social and rescue services, etc. The realities are such that, for example, a medical psychologist will have more options to apply his profession if he considers the possibility of work not only in health care institutions.

The level and quality of learning, abilities and practical skills of students depends hence greatly on the extent to which learning, as a process of obtaining a degree and personal self-improvement, is personally significant, backed up by internal positive motives that are formed from the family. The educational process in institutions of higher education should be oriented not only to the learning, but also to the development of the individual and, above all, to study and accounting its motivational sphere. Personality orientation and the presence of strong positive motivation can be considered as factors of amplifying the significance of professionally significant qualities. After all, the very fact of their possession does not provide the personality full realization. Only if the activity is consistent with the motives and needs of the individual, its professionally important qualities are “disclosed” in this activity, increasing its efficiency, success and provide self-revelation and self-realization.

The prospect of further research is to write and approve a training program, that is aimed at actualizing and enhancing the motivation to the chosen specialty.

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