| Summary: | Introduction. This study contributes to the on-going research of the psychological readiness to learn and personal characteristics of medical students.The objective of the study was to explore the dynamics of psychoemotional characteristics of medical students during the entire learning process, depending on the level of their psychological readiness for learning, which had been determined in the 1st year.Methods and materials. The symptomatic questionnaire SCL-90-R was used to measure the psychoemotional characteristics of the 3rd and the 6th years students. Psychological readiness for learning (PRL) was determined in the 1st year according to the results of the study of the general intellectual potential and neuropsychic stability. Descriptive statistics (mean values, standard deviation) and comparison of mean values by Student’s t test were used as statistical methods. The study involved 507 students who studied at Pavlov University from 2013 to 2019.Results. By the 6th year, students identify an increased risk of developing depression and anxiety, regardless of gender. By the 6th year, students from favorable PRL categories have increased scores of depression and anxiety scales, which indicates high chances of developing depressive symptoms and high anxiety even among responsible and well-adapted students. By the 6th year, sensitivity increases in female students, hostility – in males. Students with a poor PRL category in the 1st year showed a sufficiently high level of general intellectual development, which, probably, allowed these students to complete the training in the University despite their low level of neuropsychic stability.Conclusions. Study results indicate the need to develop programs of socio-psychological support for students, focused on helping in overcoming emotional problems that arise at the final stages of education in the University.
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