Proceedings of the International scientific and practical conference ―American Ukrainian Forum of Science and Education‖ (April 13-15, 2026) / Publisher website: www.naukainfo.com. – New York, USA, 2026. - 235 p.

119 aspects of developing professionally oriented communicative competence in healthcare PhD students are identified. Keywords: communicative competence, healthcare education, PhD students, Ukrainian for professional purposes, English for professional purposes. Background. Ukraine’s higher medical education is undergoing significant changes driven by integration into the global academic and research community, healthcare reform, and increasingly stringent language proficiency requirements for professionals. Particular importance is attached to language training of healthcare PhD students, who are expected not only to conduct research but also to present its results in Ukrainian and English, participate in international conferences, and publish in journals indexed in international databases. In accordance with the Laws of Ukraine ―On Higher Education‖ [1], ―On Supporting the Functioning of the Ukrainian Language as the State Language‖ [2], and taking into account the methodological recommendations of the Ministry of Education and Science on ensuring high-quality English language teaching in higher education institutions [3], it has become imperative to revise the content, structure, and methodology of language training for postgraduate students in the health and life sciences. Aim of the Study. The present article aims to characterise the specific features of teaching the state and foreign languages within the training of healthcare PhD students at the Shupyk National Healthcare University of Ukraine based on the analysis of the curriculum of the course ―Oral and Written Communication in Ukrainian and a Foreign Language for Professional Purposes‖ [4], as well as to identify promising approaches to developing professionally oriented communicative competence in healthcare doctoral candidates. Research Objectives: 1. To analyze the regulatory and methodological foundations of the curriculum.