The modelling system allowed simulating for the first time any complex "extraordinary" clinical case. The model reproduces functional work of body or system, including, anomalies, i.e. a pathology, leading up a degree of the material comprehensibility from 15% up to 90%.

At this theoretical and practical transition from model, a simulator to diagnostic and medical devices is carried out, wherewith the major principle of technology «from model to human» is reached.

The success is achieved at the expense of presentation, clarity, a modular principle and a dialogue mode of teaching.

Methodological basis of the given system of teaching is bond of three principles of classical pedagogics:

Three main principles provide success in new system of teaching «KRYM•MED•DIDACTIC». First of all fast perception of a teaching material at the expense of its maximum use of visual methods and clarity: large-scale color slides - folio for codoscopes, complete sets of visual aids, video, educational computer programs are used. Secondly it is active work of students in small group (up to 12 - 15 persons) in a dialogue mode of teaching. The specific equipment of a classroom, promotes this when students sit at «the round table», with use of models, various apparatuses and devices, a material with the educational information and tasks - methods of teaching encouraging activity of students. Furthermore such arrangement provides absence of a psychological barrier between the student and the teacher. Thirdly, great volume of the practical problems solving on multipurpose modelling stands. Representing the children's meccano for adults, such stand enables fast to mount real diversely functioning models of an eye, its work and anomalies. At the Educational center is paid high emphasis and enough time on practical modelling. Only after the student studied each theme on a simulator he can be admitted to the patient. Until now during preparation of the medical staff prevailed the method of teaching “on the patient”, i.e. on real object. And if in process of acquirement of the automobile driving, plane, nuclear station the contact of the trainee with a real object is excluded before getting of all knowledge, in medical branch it is till now allowed. Such position contradicts the scientific approach and common sense. The listed real technical objects represent the most complicated systems. And a human being is not exception. A human represents an extremely complex system and to study it as a combined system, it is required not less efforts, than to study technical objects and lethal outcome in medicine is the same culmination, as well as explosion on the atomic power station.

As a result, both the student, and the entry-level doctor, acquiring knowledge working on simulators receive not only theoretical, but also practical preparation. It considerably reduces a degree of risk to harm to the patient at the subsequent contact to him.

Thus, the practical skills received by the student, both in technical, and in medical higher schools, reducing a degree of risk at work, sharply reduce time, financial resources at the after higher school specialization.

The higher school is obliged to attach special significance to independent work of students (IWS), as to the major component of educational process, and also search of new and effective forms of its organization. According to UNESCO, share of IWS from total amount the school hours with use of models and simulators in higher schools of different countries of the world make from 40 up to 70%. It is explained that IWS as no other kind of study, allows to form and develop such important merits at students as organization, discipline, persistence to achieve the set object, creative activity and the initiative, skill to hold a professional dialogue and to protect well-reasoned the elaborations.

In conditions of introduction of insurance medicine training on simulators becomes especially actual since it enables maximum approach to introduction in branch the system of standards, and also criteria of efficiency and treatment quality.

The experience shows that modelling stands, the computer means used in system «KRYM•MED•DIDACTIC» should be used for carrying out of testing in the field of the quality control of the knowledge comprehensibility.

The system potentially introduced at studying of eye illnesses, can and should be used during teaching other disciplines. In particular, acquaintance of students to precisely organized system of prophylactic medical examination, automatic management of the medical documentation, bases of the paperless technology, new model of intensive medicine, and principles of conveyor treatment. The system of modelling is multipurpose and acceptable on such faculties as: organization of public health services and social hygiene, hygiene, surgery, therapy, obstetrics and gynecology, pediatrics, etc.

The system «KRYM•MED•DIDACTIC» is capable to satisfy educational needs of students of a different level and the alternative contents. At this didactic technologies do not humiliate the personality of the trainee and do not demand redundant physical and nervous strains. At the same time teaching according to the given system, being a complex version of mental - intense work, does not represent wearisome, tiresome process, does not cause inconceivable inhibition of the central nervous system since the part of eidetic load incurs a subconscious mind. The high percent of comprehensibility is reached due to the application of eidetic technique at which memorization of a material occurs irrespective of trainee’s wish.

The theory and practice of creation and application of modular didactic technologies and means of presentation say that it is not enough to consider them as some addition to lecture. The analysis of their opportunities has shown that they turn gradually to means of teaching and management of cognitive activity. It means that the process of knowledge formation of the certain facts, the phenomena, objects and regularities turns, due to specific opportunities of modern means of teaching, to the process of formation of thinking, skills of independent generalization, detachment of the major things.

Distinctive feature of pedagogical technology "KRYM•MED•DIDACTIC" is the system of problem teaching since problem situations are capable to accustom a student to express his opinion, to assert it, to argue. If there will not be contradictions during teaching - there will be no disputes, discussions. One of the basic of obstacles in a way of introduction of problem teaching, about which you hear rather frequently, is that it demands additional time. Such statement is simply incorrect because the new approach, called to come on change informative, is evaluated to measures of problems solving by it, which are assigned to informative teaching. Of course, problem teaching cannot cope with it; it is called to solve other problems basically inaccessible to informative teaching. Problem teaching is qualitatively new level of teaching. From the point of view of transfer of facts amount the problem teaching, certainly, loses in comparison with informative. But it is necessary to understand that it is better not to give to students the certain set of the facts, prescriptions, but to arm them with the certain approach, principles and to learn to produce prescriptions independently (G.А Atanov, 1989). And, certainly, for the sake of it, it is necessary to offer some number of the facts, to not give them at lectures, and the saved time to use on realization of problem character of teaching, what we achieved in the experiment.

Sociological poll with questioning of 1100 students completed training in new didactic system of teaching has shown high percent of progress with average grade of - 4,5.

And if before introduction of new system of teaching by sources of the information, according to the conducted sociological poll of students, were: a lecture material in 6,7%, as for the rest - textbooks, monographs, but during introduction of new didactic technologies the basic source of the information in 71,5% there were technologies of «KRYM•MED•DIDACTIC», including basic lectures with basic abstracts except for the technologies.

Necessity of introduction of basic supporting abstracts was dictated by absence in the overwhelming percent in the lecture writing-books of a material necessary for knowledge. Therefore researchers carried out the analysis of such 350 writing-books, which has shown the impossibility to use a lecture material to prepare for practical training.

The first publications in the periodicals, informing about a technique of application of supporting abstracts in educational process and about the first results on the basis of this technique, have caused natural response: in tens of higher schools enthusiasts become to make abstracts on their own understanding. Not having given significance to a leading word "supporting", all of them has pointed their attention on second "abstracts". But is there in higher school even one teacher who ever did not make abstracts? We have already mentioned about one extreme measure - oversaturation of sheets. Omitting intermediate variants, we shall stay on the other extreme measure. Teachers who have heard about sharp reduction of class hours, used for studying the most different subjects have run into it. Not understanding, at the expense of what innovations the economies of time are formed, the general body of "researchers" has taken the course of direct primitiveness - mocking all and any proofs and drum naked truth into students’ heads. (V.F. Shatalov, 1998)

Let's indicate basic difference of the abstract from the supporting abstract. In the first case it is rather detailed statement of a theme with use of the elementary reductions of words, phrases and frequently meeting expressions. Making an abstract does not demand special preparation, and as frequently happens at students, the abstract is written by one student, can be read by other. To read the supporting abstract if the person did not hear the story to which basic signals of a sheet correspond, additional decodings, explanations and methodical manuals are necessary. It is not possible to create the basic supporting abstract by an impromptu, directly on a course of lecture - it can become a riddle even for the author. By the way it happens rather frequently with teachers who come back to their own supporting abstracts after a year or two.

The combination of two words - supporting abstracts - is simply explained: in this methodical instrument there are elements retaining properties of the abstract (the finished phrases, guessed reductions, dictionary explanations and so forth), but parallel with them there are symbols, marks, columns, drawings – notional supports. In the subsequent development of the idea the supporting abstracts were transformed to the supporting signals - concentration of conventions and the unified symbols. This methodical instrument remains irreplaceable at concise material processing, beyond the scope of the stable textbooks. And how frequently today in different educational institutions teachers should read a series of lectures without textbooks at all! In these conditions there is no alternative to the supporting abstract.

Besides it is especially important, work according to the supporting abstract allows to acquire not simply any sum of data, but also, having joined in process of getting of knowledge to realize their dialectical method.

The supporting abstract of the lecture opens briefly, but fully the contents of each of the course themes. Giving of the information in it is carried out so that to use all opportunities of visual and psychological effect at knowledge acquisition by trainees. The corresponding combination and a locating of the text, circuits, and schedules allow choosing and emphasizing properly the main positions and logical connections of a theme. During lecture students, having the supporting abstract can do necessary marks there, not digressing on record of lecture and being focused on comprehension of a material. This is promoted also by an opportunity of use of visual means of reproduction of the abstract.

Low efficiency of lectures on faculty of eye illnesses has caused studying the efficiency of school hours on faculty as a whole. According to sociological researches it made 58,4%. The result was received on the basis of the following mathematical calculations. As a whole each theme takes 240 minutes, lecture time makes of them 60 minutes, 180 minutes - time of practical training. Researchers made a photo of educational day that opened essence of efficiency of studies to the full. Results of an ergonomic photo made:

At the analysis it is revealed almost complete inefficiency (6,7%) of the lecture time (60 minutes) + loss of time in the beginning of the first training, during setting of the purposes, motivation and determination of an initial (base) level of knowledge of students of 20 minutes (А) + loss of time at the end of the last training during the written final control of knowledge level of 20 minutes (Б).

Total: 60 + 20 + 20 = 100 minutes.

Calculation:

X = 41,6% - the school hours used noneffectively, what makes net loss of the school hours.

Thus only 58,4% of school hours that makes 140 minutes is used effectively.

The analysis of two 20-minute losses: the control of the initial level of knowledge, realized on the first training is extremely noneffective, as students know almost nothing to the first training. The reason is that a lecture material, according to sociological poll is not a source of their knowledge as well as the material of the textbook, at its extremely great volume and not enough time to study the course of eye illnesses. Hence in new didactic system the evaluation of the initial knowledge level is excluded. The control of a final knowledge level, realized on the fourth training is also extremely noneffective, as it is carried out in written form. The inefficiency of this form is stipulated that within 15-20 minutes there is no active phase of a lesson as well as there is no dialogue of the teacher and the student - a main condition of efficiency of any training. Besides studying and the analysis of questions of the final control over traditional system has shown that about 35% of questions does not correspond to a parameter of their applicability in practical activities of a doctor. So the future practical doctor does not have necessity to know such subtleties of functions of an eye as kinds of astigmatism and 5 of 30 questions is devoted to this problem. And such situation is on many themes. At the same time there is no frequently practical orientation in orthodox system of teaching that is also noticed in final questions. This large defect has been taken into account and liquidated in the new didactic system where at poll of students there were used qualifying tests on an ophthalmology for the computer control of knowledge of the doctor - ophthalmologist.

New didactic bases of teaching have shown considerably greater efficiency of students’ knowledge control at completing the course.

95% of respondents expressed the necessity of implementation of system «KRYM•MED•DIDACTIC» on other faculties. When estimating didactic methods of teaching, which allowed perceiving a material easily, 77% of the respondents gave preference to oratory of a teacher, 54% consider that artistry of a teacher helps to acquire a material better.

98% of respondents noted that demonstrating manuals, working with phantoms, ophthalmic simulators they could acquire and remember a stated material.

And if foreign students in 50% consider that one of the barriers of perception of a material is insufficient knowledge of language on which the material is stated, offering to duplicate a material in foreign language, so the use of models-simulators compensates this defect to a considerable degree.

As a whole according to the control poll we brought the comprehensibility of a subject with ability to apply the knowledge in practice up to 74%, at a level of understanding up to 81% and at a level of knowledge up to 88%. Research work is now carried out to increase of this percent. With this purpose there are simulators on glaucoma and cataract.

Almost all respondents offer to change the traditional system of teaching, excluding an unnecessary material with correction of curriculums towards practical use of knowledge and skills.

87% of students gave the teacher who carries out a seminar according to the system "KRYM•MED•DIDACTIC" a grade – excellent, and 13% a grade - good, other grades it were not given.

Distinctive feature of teaching at the Crimean Republic center of vision rehabilitation is the opportunity for students to use all medical base of the Center. In their responses students note that they felt for the first time as "owners" in medical institution. Working on all 4 floors of the Center, students felt on themselves a modular principle of teaching. Students highly appreciated a brief didactic material on each theme made in the Center.

All respondents without exception explain the attractiveness of the system «KRYM•MED•DIDACTIC» first of all with its high technological effectiveness and ease of a material mastering, highly estimating the quality of "goods" of teaching.

In general the technology is a branch of a science which studies and develops scientifically reasonable methods to get the activity results, helps to achieve in practice a specific goal with the maximal efficiency and the least costs.

It is impossible to receive a high level of education without technology. Change of the purposes, problems and conditions of modern higher education requires indispensable scientific perfection of pedagogical technology that it is impossible to carry out without pedagogical management. Pedagogical management in teaching is purposeful pedagogical activity of leaders on organization and creation of an effective system of educational process management of experts. Process of teaching should be considered as uniform pedagogical engineering procedure - pedagogical technology (N.A. Davidov, 1992).

The technological educational equipment allows training employees of faculty to master this pedagogical technology.

It goes without saying that not each worker of faculty having a scientific degree, is able to teach. It is necessary first of all to become a teacher, to comprehend laws of didactics, stylistics, rhetoric, conducting debate, and to know psychology, sociology and many other things.

However, in G.A. Atanov's opinion, teachers for a higher school are not trained at all, actually the teacher of a higher school is not a specialty and not qualification, but it is his job. Teachers keep on faculties the excellent student, bequeathing to them: «Do the same, as we do! ». But they in their majority cannot and therefore do not want to understand the special literature, and frequently perceive their activity at a naive - household level, but not as a scientific category.

In many countries, with the purpose to define teachers most necessary to the student the method of sociological researches, i.e. so-called questioning is also applied. At that the factor of teacher’s importance (F_ti) takes place: in numerator the quantity of respondents to which the teacher is attracted, in a denominator the respondents to which the teacher is uninteresting and is not necessary.

In a number of countries, at determination of such factor, the scoring system takes place, i.e. at such system, the higher authority of the teacher, the higher a score. The factor thus is determined as follows:

The higher there is value of this factor and more such teachers the higher in a result a rating and image of an educational institution, the more its financial sufficiency.

In conditions of a survival rate of institute, in the market of pedagogical, medical services each university is in direct dependence on needs of doctors in the country, and only those can function in the end, who will be more important and a final estimation will make, as in the market, neither the dean, nor the pro-rector, even the rector, minister, but the unique consumer of pedagogical services - the student. I.e. only the student will dictate to the country, which university is necessary for him. It is unique, true philosophy, which works in all civilized countries. So, first and foremost will be the choice of the student - the buyer of knowledge (professions). In fact a student, speaking in market language, purchases a profession, not a diploma, but a profession, and it is possible to receive it only at intensive system of teaching.

The goal is set to the country - to prepare the qualified experts corresponding to the international standard, criteria of efficiency and quality. As in the public health services till now predominated and predominates the extensive type of managing, the process of preparation of experts in this branch could not and cannot be anything else but extensive.

And if practical public health services, having established the Crimean republican center of vision rehabilitation as the model of intensive medicine based on the conveyor technologies and directed on prophylaxis and treatment of eye diseases, has evidently demonstrated technology of transition from extensive type of managing to intensive, so that means that there is unsolved problem in the education system to create the same intensive mechanism of preparation of the medical staff.

Thus, the intensification of one branch has dictated necessity of intensification in the other one.

The possible forecast of implementation of didactic technologies

In the end in the conditions of competition in the market of educational technologies intensive systems of teaching, such as «KRYM•MED•DIDACTIC», will be essential and implemented everywhere as it takes place at teaching of engineering staff in all civilized countries.

Taking into account international experience before general implementation of these technologies, a painful breaking of the old system can take place with active resistance, non-recognition, sabotage and complete denying of the new system for the following reasons:

• Disability of a part of teachers to adapt for the changed conditions of habitual teaching;
• Conservatism of a main part of teachers at introduction of any even obvious perspective innovations;
• Unwillingness and inability to comprehend pedagogics, as a science;
• Fear of reduction of hours, salaries, positions, etc. at introduction of new system of the teaching having high efficiency of comprehensibility, hence, harboring danger of change of curriculums towards their reductions;
• Phobia of loss in competition for quality of teaching, with all the ensuing consequences;
• Absence for teachers of the mechanism of material stimulus at transition to new conditions of teaching;

Opponents of implementation can:

• make recommendations about approbation of new didactic technologies without economic study, cost of their introduction, that beforehand makes these recommendations impracticable projects;
• prophesy a disorder and heavy consequences for old system of teaching at transition to new system;
• create commissions on check of efficiency of new teaching technologies from ardent opponents of a new method of teaching.
• hold back, not notice, and falsify positive recalls of trainees concerning new technologies.

Market system as the most effective in itself liquidates all obstacles on a way to high technologies. The problem of an education system is to speed up this process, in every possible way assisting teachers-experimenters not by the auditing control, but only with the help of the research control with the deep analysis of his work combined to rendering of the necessary help.