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This article reviews new opportunities increasing motivation of students to study. It is noted that during the formation of motivation a leading position have searching and selection of priority motives and determining the optimal structure of external and internal motivational sphere. Noted the necessity to motivate teachers pedagogical activity by activating intra-oriented motives, which are based on their own interest in the subject of teaching and externally oriented ones focused on getting results beyond pedagogical activities (remuneration, sanctions avoidance, etc.). This topicality forms the purpose of our research – having identified motivational component of professional training of the future doctors, set peculiarities of motivation’s influence on the quality of students’ study and determine current opportunities to motivate students to study. Motivational component of learning activities covers cognitive needs, motives and sense of education. To the most adequate motives in educational activity some scholars refer cognitive ones (broad cognitive, educational­ cognitive, self­motivational). Materials and methods. To study the training grounds and training of future doctors motivation was conducted the research, during which the following methods were used: observation, interviews, anonymous survey of 4th year students of medical faculty N 2 of Danylo Halytskyi Lviv National Medical University and Medical Faculty N 4 of O. O. Bohomolets National Medical University. 195 students were involved into the study. The study included questionnaires «Motivation criteria of professional competence obtaining». The questionnaire consists of 16 questions to determine the level of formation of the major internal and external motives of educational activities, entry, ratio of academic disciplines, the vision of their own place in the future profession, further specialization. Results. Based on the observation of teaching and studying activities of the students was found that motivation is based on the set of internal and external reasons, and dominated internal (the desire to help the sick, care for the health of people and their own health). However, most students are willing to be engaged in practical activities. We have identified three main types of motivational profiles that characterize both the level of formation of motivation study of future physicians: high (1st group of students), average (2nd group) and low (3rd group). First group consisted of 102 (52.3 %) students with a high level of harmonic formation of internal and external reasons, providing optimal motivational basis of their academic activities in order to achieve the main goal ­ work on the chosen specialty. Among the 73 (37.4 %) students of the second group was disproportionate ratio of external and internal reasons. In such students dominated the selective attitude to the subjects, their division into «necessary» and «unnecessary». Actually this group of students is a potential reserve to stimulate learning motivation and requires an active work of the teacher. Students of the third group (20 ­ 10.2 %) with a low learning motivation showed weak expression of internal and external motives of educational activity. They are characterized by the indifference to education, the low level of activity and cognitive performance. It is the highest percentage among them those who were at university at random and have a low educational level training. Conclusions. Cooperation between a teacher and a student in the class and during the extracurricular work along with the high professional level of teaching using innovative teaching methods is the best way to provide students’ motivation enhancement to study.

The aim of the study was to optimize the method of selecting patients with bronchial asthma for the use of allergen-specific immunotherapy with allergens of house dust mites and to evaluate its effectiveness. The research was carried out based on the Municipal Non-Commercial Enterprise «City Children's Clinical Hospital» in Lviv. The study included 120 school-age children (aged 6-17) with bronchial asthma and sensitization to house dust mites. 60 patients were the main group of patients who received ASIT along with the basic treatment (30 sublingual sprays, 30 subcutaneous ASIT). The other 60 patients were in the comparison group and received only basic therapy for bronchial asthma. The presence of sensitization to house dust mites was proved based on skin prick testing. Optimization of patient selection consisted of molecular allergy diagnostics using the Immuno CAP method with the determination of sIgE to components of allergens of house dust mites rDer p1, rDer p2, rDer p10 to accurately assess patient sensitization for further use of ASIT. To assess the effectiveness of ASIT, asthma control test (ACT) indicators were analyzed, patients' quality of life was assessed, spirometric indicators were evaluated (FEV1 and PEF), and IFNγ and IL13 levels were assessed in patients with ASIT. After one year of treatment, the average asthma control test among patients receiving sublingual ASIT increased the most - by 26.32% (p <0.01). Also in this group of patients, there was the largest increase in PEF - by 9.82% (p <0.01). Regarding the increase in FEV 1, it was the highest in the group of patients receiving subcutaneous ASIT - by 9.85% (p <0.01). The quality of life of patients in the assessment of symptoms increased the most in patients who received sublingual ASIT by 28.7%. Based on our results, we can draw the following conclusions: The application of molecular allergy diagnostics using the definition of sIgE to the components of allergens of house dust mites rDer p1, rDer p2, rDer p10 allows optimizing the selection of patients for allergen-specific immunotherapy. Treatment of bronchial asthma with the involvement of ASIT during the first year allows obtaining higher efficiency indicators, which are manifested by a significant improvement in asthma control test, external respiration function and quality of life. Monitoring of immunological parameters showed a significant increase in IFNγ, which can be regarded as the activation of the process of switching the immune response from Th-2 to Th-1 indirect, and thus illustrates the positive effect of ASIT.