У статті наведено результати дослідження нормативно-правових, організаційних та методологічних засад навчання англійської медичної мови в університетах Франції. У процесі дослідження з’ясовано, що модернізація сучасної французької вищої
медичної освіти відбувається згідно з європейськими тенденціями уніфікації та забезпечення якості вищої освіти. Порівняльний
аналіз навчальних програм медичних факультетів спеціальності «Медицина» показав певну відмінність в організації, формах,
змісті та кількості годин вивчення іноземних мов у різних установах, але всі вибрали англійську мову і забезпечують повний
додипломний цикл її викладання. Виявлено, що програма першого циклу спрямована на поетапний розвиток базової медичної
англомовної компетенції та сприяння мобільності студентів, а другого циклу – на наукову та практичну професійну медичну підготовку англійською мовою.
The studies presented by the Erasmus+ Project BWSE FORward, have found out that internationalisation and mobility, among the other
four areas, present challenges hampering the advancements in the Bologna Process commitments implementation. In its way to the integration
into the European community, one of numerous obstacles that Ukrainian higher medical education faces is the improvement of English
language proficiency. The need for medical English courses has seen a remarkable increase over the last ten years in France and other
European countries. Objective is to study institutional and methodological principles of English-language training at French universities in
the context of its higher medical education system modernization. Research materials and methods. The legislative acts of the Ministry
of Health and the Ministry of Education of the French Republic and its medical faculties’ curricula were analysed. Results and discussion.
Health professionals’ training at medical faculties in France has been undergoing drastic changes since 2019, which are: 1) the cancellation
of PACES and numerus clausus; 2) the reform of the 2nd cycle aimed at the formation of competencies; 3) improvement of theoretical and
practical training at the 3rd cycle and changes in the system of admission to internship and distribution of interns. Mandatory teaching of
modern foreign languages at medical faculties in France was introduced in 1992 and most of them chose English. Furthermore, the order of
2013 introduced foreign language training at the second cycle. The comparative study of medical schools’ curricula has shown that: 1) within
the 1st-year preparatory programs students must complete a general course with medical terminology; 2) the scope of Medical English varies
from 2 to 4 ECTS credits per year during the 1st cycle with “Taking a history” and “Mobility” courses; 3) professional studies in English are
provided during the clinical stage as a part of the “Article critical reading” and in a form of “Apprenticeship of clinical reasoning” courses.
Conclusions. On the example of the Dijon medical faculty the peculiarities of Medical English curriculum provision are disclosed, namely:
the 1st cycle is aimed at the step-by-step development of basic medical and linguistic knowledge and skills in all types of speech activities, as
well as preparation for an internship abroad; during the 2nd cycle, future interns receive scientific and practical professional training in English
due to the cooperation of language instructors and clinical professors certified in Medical English. Therefore, the institutional and pedagogical
principles of the undergraduate English-language training at French medical faculties represent the conditions for ensuring the quality of
English-speaking professional competence, student mobility and lay the basis for the continuous development.
