Experience in the use of computer facilities of education acquires actuality in modern terms and allows to improve quality of professional preparation of medical specialists. One of the features of modern andragogical process is a wide use of different information technologies. Presently, the distance education acquires greater distribution in the world. The personal computer and Internet became the inalienable constituents of the vocational training. Quality of postgraduate education in a considerable measure is conditioned by introduction in andragogical practice of innovative transformations of educational technologies, that allows to move an educational process on a qualitatively higher level, at which the role of trainee changes: he becomes the active participant of educational process. Interns in the process of the distance education must acquire all-round technological knowledge necessary in future practice. Greater part of knowledge can not be found in a textbook. To fully understand the area of study, a young colleague relies on different additional resources. Internship training is the first step to independent work of a doctor; therefore, it is important starting exactly from this stage to direct the efforts of a young specialist to self-improvement. The traditional methods of training interns are primarily aimed at obtaining and deepening knowledge through the transfer of information with subsequent implementation in specific professional actions on certain algorithms. This approach to date is fully justified in connection with the transition of practical health care to the provision of medical assistance to the population in accordance with clinical protocols. However, this method of teaching does not promote the development of independent cognitive activity of young colleagues, although the concept of distance learning as a new form of postgraduate education is based exactly on this postulate. To implement the organizational terms and methodological approaches that contribute to improving the effectiveness of training in internships, it is necessary to identify and solve a number of problems. First of all, it is necessary to determine the essence of the process, including the content and structure of distance learning. Distance education in the training of interns is implemented in a specific andragogical system, based on the principle of independent teaching of the doctor and interactive communication between the teacher and intern. The effectiveness of distance education at the postgraduate stage of the education of doctors depends crucially on the following factors: effective interaction between the teacher and the intern; regulated active feedback; quality of a preliminary planning of the distance education process and its management tools; development of designs of approved didactic materials. It is possible to distinguish the next basic forms of distance education: on-line and offline. So, web-technologies of distance education assist organization of dynamic process of learning, provides continuous professional development. The personality-oriented nature of the asynchronous education in the on-line mode requires from the interns an active involvement in the educational process and greater responsibility for the own training. Providing feed-back is the absolute condition of efficiency of the distance education. Methodology of communication over the Internet opens large possibilities for learning, because it considerably saves time and reduces material expenses.
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