The article discusses the psychological and pedagogical foundations of the general educational process in a medical educational institution and the formation of professional training of a modern doctor who is able not only to conduct medical and diagnostic activities, but also to provide psychological and pedagogical assistance. The reorientation of the doctor's activity taking place in modern society from the position of treating diseases to the self-preserving behavior of patients, which aims to preserve human health by preventing the development of diseases and pathologies, involves the involvement of medical specialists in the educational process. The relevance of the topic of the article is due to the need for the formation of psychological and pedagogical competencies of medical specialists receiving higher medical education, despite the complexity and diversity of the doctor's activities. Despite the fact that a sufficient number of legislative and social programs have been implemented by state structures in recent years, which aim to popularize a healthy lifestyle among the residents of our country and reject negative factors, the main obstacle to educating citizens to health-saving behavior is the weak motivation of doctors to use psychological and pedagogical competencies in professional activities. It is obvious that medical diagnostic activity at the present stage of development requires special training from graduates of medical educational institutions, including the basics of a psychological and pedagogical nature. The purpose of the study is to consider the psychological and pedagogical readiness of a doctor after graduation from a medical school for professional activity, to assess professional and business communications in a doctor-patient relationship and the ability to perceive differences between patients of a social, ethnic and cultural nature.

psychological and pedagogical training, educational process, doctor's activity, professional competence, self-preserving behavior.