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Reference: 
1. L. V. Golich. Design and planning of pedagogical 
technologies: textbook for the training/Series "Modern education 
technologies". The 2nd edition, revised and enlarged.-T:TGEU, 
2010.C.151
2. Modern educational technology / ed.In. The reflection. - M.: 
KNORUS, 2013. - S. 71-84. 
3. Petrova L. I., Katargina L. N. The role of the Bologna 
Declaration in the organization of educational process in University // 
Methodological support of the Bologna process in higher education 
institution (pedagogical aspect). - Rostov n/D: Feniks, 2008. - S. 7 
 
THE USE OF NEW EDUCATIONAL TECHNOLOGY IN MEDICAL 
INSTITUTIONS 
 
Mamedova G.B., Odilova M.A., Mamatova D.D. 
Tashkent pediatric medical Institute 
[e-mail] 
The current realities of the specifics of teaching in higher medical school 
are directly connected with considerable changes in the sphere of state 
legislation, which primarily aims at improving the skills of graduates. This 
process could not be viewed without the impact of modern information 
technology, so it is only natural that one of the priorities in improving the level 
of professional training of students and doctors should consider the need to 
improve the quality of undergraduate and postgraduate medical education 
through the introduction in educational process of computer and virtual 
technologies [4—6]. New educational technology based on educational system, 
where learning is not knowledge, and the ways, forms and methods of their 
produce, i.e., the methodology of scientific-cognitive activity with the formation 

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of creativity, which changes the structure of the mental activity of future 
professionals, with the subsequent application of acquired knowledge in 
professional activity [9]. Technology problem-modular training skills creative 
learning, developing the ability to solve independently professional problems 
with the accumulation of a certain experience in creative and professional 
activities, forming the motives of learning, interest in a future professional 
activity, scientific-cognitive needs, providing the polymodality of perception of 
educational material. Problem-modular technology of education includes the 
creation of problem situations by constructing and wording problems in the 
module learning to solve new problems in the reform of higher vocational 
education. Include a statement of the knowledge to follow the organization of 
independent work of students on solution of problems determined by the 
teacher. Students independently formulate and solve problems. The main efforts 
of students in the implementation of modern pedagogical technologies directed 
at formation of informational and operational components and methods of 
mental actions [2, 9, 10]. Problem-based learning involves the interaction of the 
teacher with the students. During the presentation of new teaching material 
contradiction creates a student with a problem situation. The exit and is the 
solution of cognitive tasks. Problematic task must be subjectively distressed and 
feasible solutions. 
The stages of solving the problem: 
1) the problem situation; 
2) awareness and acceptance of student problems; 
3) hypotheses about possible solutions to the problem that provides a 
transition to the research method that encourages students to cognitive activity. 
Problem-based learning is one of the active forms of educational process in 
higher education. It has the features to keep in mind: the creation of conditions 
for the decision problems the decision problems through the use of appropriate 
scientific methods. Problem assignments should be directed to the use of 
knowledge not only of the subject but also related disciplines, and in some 
cases, additional courses beyond the program. The process of problem-based 
learning involves a combination of inductive and deductive methods of thinking 
with deep penetration into the essence of problems and the establishment of 
certain consequences in the learning process. You should pay special attention to 
the creation of problematic situations - specially designed by the teacher 
situations of mismatch between previously learned and new knowledge imparted 
by teachers, between previously learned knowledge and information obtained 
from books, textbooks, monographs and other sources. Problem-based learning 
as any educational technology requires replication and implementation in 
University educational practice. The first thing to do is to make a plan of 
training for teachers, which first developed the fragments of lessons using 
problem-based learning, and then they played with colleagues and discussed. 
The plan should include the creation of a Bank of problem situations, snippets of 

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educational material that can be implemented in the logic of problem-based 
learning [12, 13]. For understanding the prospects of modern pedagogy it is 
important to indicate the relationship of problem-based learning and integrated 
teaching. The meaning of integrated education is to maximize the optimization 
in the preparation of highly qualified specialists for the anticipated development 
of science and practice in the relevant field of activity. In particular, the research 
work can be regarded as a form of problem-based learning. In the process of 
scientific work reveals the possibilities of students to scientific activity, to 
develop a system of skills for creative exploration [3, 11]. Important 
components of problem-based learning - flexibility and possible restructuring of 
the presentation of educational material. The methodological challenge is to find 
the correct ways of application of certain intensive methods and forms of 
learning. One of the indicators of rationality applied intensive training methods 
is of interest to the subject of study, especially for independent activities in the 
field of this subject. In classical didactics, the concept of "teaching method" is 
treated ambiguously. Its tasks and limits of application are determined by the 
content of educational material, its characteristics, age and individual 
characteristics, resources and teaching techniques. Of course, it is impossible to 
ignore in high school. A significant impact on motivation to high-quality 
training provided by the organization of the learning process. With regard to 
high school, it can be argued that there cannot be taught but can be learned. If a 
student wishes to obtain knowledge, any effort the teacher will have the result 
[13]. The Bologna Declaration, defining the strategy of higher education has 
formulated the main tasks include the development of a methodology of 
modular construction of educational programs of higher professional education; 
assist in higher education inter-University cooperation, joint training programs 
conducting research. It is proposed to form educational standards of higher 
professional education with the use of credits, which measure and compare 
learning outcomes that contribute to quality evaluation of educational work [4, 
8, 14]. To ensure continuous monitoring of students mastering the material, the 
teacher should split the learning material into logical modules (blocks), defining 
the normative scores (rules of calculation) on all tasks and objectives. To make 
regulations subject to rating on the basis of this will assess knowledge. The total 
score represents the sum of the ratings for the individual modules. In order to 
consolidate the theoretical knowledge as units subject/discipline it is advisable 
to allocate a separate cycle of works, individual home works. At the end of the 
module is the control of knowledge (testing, tests, control tasks, verbal 
questioning, writing reports and interviews, etc.), and for the correction of the 
learning process when the current control it is advisable to keep records and 
error analysis pointing to knowledge gaps [15, 16]. With the aim of organizing 
the knowledge developed the routing structure includes 3 units. First - the work 
in lectures, which should be open, problem, and knowledge received during the 
lectures, subject to interim control. The second block includes a variety of types 

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of work, relevant topics of discipline, designed to consolidate knowledge 
obtained during studying of a subject, discipline, and topic. The third block is an 
elective, the aim of which routing is to expand the freedom of students in 
evaluating their educational achievements. The job should have integral 
character and cover all subjects of the discipline. The score-rating assessment of 
knowledge 
includes 
diverse 
monitoring 
(attendance, 
classroom 
and 
extracurricular work the performance of additional tasks and control tests), as 
well as deadlines and criteria of evaluation of the work performed, expressed in 
points. For the teacher this system allows to efficiently manage the educational 
process in a particular discipline, to control the course of mastering of a studied 
material, to make timely adjustments in the organization of educational process 
by results of the current assessment system, to evaluate the performance of each 
school order to objectively determine the grades, allowing us to consider control 
as an integral part of the educational process [8, 11]. Optimization of 
pedagogical process is achieved through the use of systems methods such as 
selecting learning objectives, selection of major and minor tasks, analysis of 
performance of learners and teachers, and activity of the teacher requires daily 
ability to solve difficult pedagogical problems and challenges [2, 10, 17]. One of 
the ways to enhance learning related to a qualitatively new level of training 
without increasing the duration and load of training activities is intensification, 
which is impossible without didactic methods of teaching. They form specific 
skills and allow us to build the structure of the lesson. Requirements "to know" 
are relatively general in nature, since the material can be known in the sense that 
it is easy to find references (to recognize level memory). The material can be 
learned in detail and apply, without referring to reference manuals, adding to his 
specific conditions (productive level of play studied). You can memorize the 
material, as outlined in educational and methodical literature (reproductive 
level). It is obvious that for each of the 3 levels of knowledge requires a special 
method of teaching. Specific didactic technique is the use of complexes of the 
training material when learning new information is accompanied by the 
development of the content and fixing features of the new material. We should 
not forget about traditional teaching methods, combining lecture material with 
elements of seminars and practical classes. It involves the gradual control of the 
learning in each lesson for the timely correction of the training process. 
Methodology reflecting the features of work in conditions of intensification 
include the rejection of writing and providing students with reference material, 
while students have the opportunity to reflect provided by the teacher, make 
notes on the distributed material. The conditions for the intensification of 
education are created when classes are in one subject (discipline) are conducted 
for one or several days (cycles) without interleaving with other disciplines. 
Intensification of training does not change the essence of the educational 
process, but is a joint activity of the teacher and the learner. The peculiarities of 
intensive training include the transition from teaching the particulars to the 

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teaching of the laws from which these particular stem, preserving the existing 
terms of training and the existing teaching load; the exception is the overload of 
students in the classroom [2, 5, 6, 10, 18]. Control system knowledge should be 
comprehensive, comply with the nature of the discipline and the specific 
Department of the medical school, including different forms of assessment of 
knowledge and skills with integration in the real pedagogical process, taking 
into account social, psychological, organizational and didactic problems [19]. 
Educational information that the student needs to learn in the process of 
intensive training, includes facts, phenomena, processes, laws, methods of 
action. For each of these components can be formulated the objective of 
learning. Such a diversity of opportunities to apply learned information allows 
the teacher to set a clear goal for each specific learning situation, but in practice 
it doesn't always happen. Many teachers of universities, calling the theme of a