The article describes the results of the model implementation of the methodological system of teaching Ukrainian as a foreign language to medical students. The described methodological system consists of four subsystems: target, content, procedural and controlling-corrective. The target subsystem defines the main goals of teaching foreign students: the development of communicative and professional competences and skills to apply them in the process of solving various communicative tasks of socio-cultural and professional medical spheres. The content subsystem combines linguistic and professional knowledge, providing the formation of the foreignerís linguistic world view, revealing his individual-psychological qualities, correcting value orientations, providing experience of cognitive and communicative-professional activity necessary for communication with Ukrainian patients in medical practice. The procedural subsystem represents forms, methods and means of teaching, models of the learning content presentation and methodological tools. The controlling-correction subsystem is a complex of diagnostic techniques and test tasks for determining the level of professional-communicative competence. The pedagogical experiment was conducted in three stages: ascertaining, forming and assessment. According to the suggested model three main requirements have been singled out regarding lesson planning and conducting.
The effectiveness of the model implementation of the methodological system is proved by analyzing the indicators (high, medium, low level) of the four basic criteria: motivational, cognitive, communicative-activity, reflective. We found that the level of the professional and communicative competence is higher in those foreign medical students who studied in the experimental group than in the students of the control group.