Introduction. In modern conditions, the quality of training of students in the system of higher medical education is relevant. The high prevalence of gerontological stereotypes among medical students leads to the formation of such a phenomenon as ageism among future doctors. This is a type of age discrimination. In this regard, a competent attitude to the problem of ageism is necessary in the educational process of higher medical education. Goal. To analyze the current work program of the discipline "Bioethics" for the formation of anti-ageist competencies among medical university students. Materials and methods. The content of the work program of the discipline "Bioethics" has been studied, which is compiled in accordance with the requirements of the federal state educational standard of higher education in the specialty 31.05.01 Medicine and is implemented in the educational process of 2nd year students of the Faculty of Medicine, taking into account the competence approach. At the initial stage of the program, a survey of students was conducted using a specially designed questionnaire to determine the predisposition of medical students to ageism. Results. It was revealed that a significant proportion of students, future doctors, have ageist attitudes. They are most pronounced in relation to the health of older people associated with age, often behavior changes in the elderly, memory suffers and dementia develops. Many of the students surveyed believe that older people are less effective with age, their range of interests is significantly narrowed. Discussions. The ageist attitudes that are revealed in medical students suggest that future doctors may form a negative attitude towards the elderly, which will affect their professional activities. This requires expanding the study of issues related to the basic rules of bioethics in working with older people, starting with junior courses. In order to form a competent approach and increase the gerontological competence of students, it is necessary to include additional issues in the educational process aimed at reducing negative stereotypes and attitudes of old age. Conclusion. In order to form a competent attitude to the problem of ageism, it is proposed to develop and implement a biopsychosocial model of prevention of ageism in the training of medical students.