To help the teacher and student, programmed training in medical universities

At present, new forms and methods of teaching are being sought in the higher medical school. Published works of domestic and foreign authors concerning the organization of medical education (B.V. Petrovsky, 1966; S. Ya.Chikin and S.S. Mikhailov, 1966; I.P. Lidov, 1967; D. Sinclair, 1955; P. Ryob, 1958; P. Lee, 1962; D. Anderson and F. Roberts, 1965, and others), reports at the III World Conference on Medical Education (1966) contain the idea that modern systems of medical education in all countries do not correspond the requirements of health care and the state of medical science and practice. Some researchers come to the conclusion that despite significant progress in medical science, medical education systems, curricula of higher medical schools and teaching methods have essentially remained unchanged for a long time. In recent years, in connection with the rapid increase in the volume of information and the invariability of curricula, forms and methods of teaching, there is a serious concern about the quality of training of specialists. Therefore, the Central Committee of the CPSU and the Council of Ministers of the USSR, by a decree of 3/9/1966 "On measures to improve the training of specialists and improve the management of higher and secondary specialized education in the country" set the governing bodies of universities and teaching staffs of educational institutions the task of further dramatically improving the quality of training. taking into account modern production, science, technology and the prospects for their development. Despite the great successes of the domestic higher medical school during the 50 years of Soviet power, the quality of the training of doctors at the present time does not correspond to the increased requirements of healthcare practice and the achievements of medical science. There is a lot of formalism in the forms of education, the so-called "examiner's direction" of teaching often flourishes, in which the student is required not to master knowledge, not to be able to apply it in practice, not to develop practical skills, but only to memorize the textbook material for a test or exam. In the clinics of many institutes, there are no student educational laboratories in which a student could do all modern diagnostic and therapeutic manipulations, research and tests. Therefore, he does not have a need, a need to independently study a number of applied issues of the discipline, to think and practically try to apply the theoretical information received to the patient he supervises. In many departments, the Q&A method thrives in the classroom. In institutes, the ability for systematic independent work is poorly developed, a sense of dignity and self-esteem is poorly implanted in students, which require high special knowledge and moral qualities from a person.