Continuing medical education of family doctors through distance learning in Ukraine

. Analysis of the state of scientific elaboration of the problem of distance learning in Ukraine and the experience of its implementation in the practice of higher education showed that despite some achievements, this pedagogical problem needs further research. Distance learning improves postgraduate training of doctors. The main purpose of teaching in postgraduate education is to achieve high-quality practical training based on knowledge, skills and abilities in traditional and modern educational technologies. Distance learning is a promising form of pedagogical technologies in the field of medical education, as it is more flexible and corresponds to modern realities of society.


Introduction
The global process of transition to the information society, as well as the economic, political and social changes that accompany it, are accelerating the reform of the education system. First of all, it concerns providing access to educational and professional training for all those who have the necessary abilities and relevant knowledge [1,2]. The most effective solution of these problems is facilitated by distance learning, which is carried out on the basis of modern pedagogical, information and telecommunication technologies [3].
To ensure the quality of medical care, the doctors must constantly improving their knowledge and skills. Currently, there are increased requirements for the level of theoretical and practical training of a doctor, the use of information and computer technology in his professional activity, which is associated with the rapid development of new areas and technologies in medicine [4]. The need for constant updating of doctor's knowledge, rapid retraining and changing the scope of their knowledge are dictated by the transition from the traditional system of postgraduate training of doctors to the system of continuing medical education [5].
Analysis of the state of scientific elaboration of the problem of distance learning in Ukraine and the experience of its implementation in the practice of higher education showed that despite some achievements, this pedagogical problem needs further research.  [9,10]. The choice of training technology depends on the needs of the doctor, his capabilities, the amount of time for training.
The effectiveness of distance learning at the postgraduate stage of education of doctors is determined by: the effectiveness of interaction between teacher and doctor; active feedback; the quality of preliminary design of the distance education process and means of its management; development of didactic materials. The technology of work consists in interaction of teachers of department with doctors by means of modern telecommunication Internettechnologies, and means of realization of similar interaction are e-mail, teleconferences, dialogues in a real-time mode, etc. During the live broadcast, a multimedia presentation is performed, which is one of the options for preparing a doctor for the lesson [11].
With the help of Internet-technologies the study of methodical developments for classes and materials for interactive reading and testing are provided. Also for the educational process use videos of clinical cases and situations from medical practice [9,11]. The videos help in the differential diagnosis of diseases in each case, diagnosis, determination of the required amount of examinations, interpretation of research results and determination of patient management tactics.
In modern conditions, which require constant systematic updating of professional knowledge and skills of the specialist, the possibilities of user access to various information resources, including multimedia, are growing. Distance learning is based on the use of modern information technologies and means of communication (television, video and audio teaching aids, computer global and local networks).

Organization of the educational process in postgraduate medical education
Training in accordance with the principles of continuing medical education, which uses distance learning technologies, has both positive and negative aspects. It is not expected that distance education will gradually replace the traditional, but only complement it and expand its capabilities. Distance learning requires students to have some basic knowledge, including online skills. Appropriate technical support for participants in the educational process (both for the department and for students) is also needed.
In particular, the department uses the Moodle system. With its help the current and intermediate testing of listeners is carried out, educational and methodical materials and tasks for independent work of listeners are stored in it. The tasks performed by the students are sent to the department by e-mail.
Direct provision of the educational process with all the necessary teaching materials is also a very important task. These materials are presented in the Moodle system. In addition, during the classes it is necessary to provide students with appropriate handouts and/or textbooks in paper form in order to effectively conduct practical classes. The preparation of printed materials should also be properly organized. In addition, students should have carefully developed guidelines for independent work and, of course, had access to the necessary textbooks and manuals, in particular, through the Internet and the possibility of distance communication with teachers.
An important role in further improving the organization of the educational process is played by the final anonymous survey of doctors. In the questionnaires, they express their comments and suggestions for improving its organization and conduct. These comments are analyzed at meetings of the department and, if necessary, lead to further adjustment of the educational process.
Thus, with minimal human and technical resources, it is possible to organize distance learning courses in parallel with traditional teaching methods. The basis for the introduction of 103 these technologies can be trial courses organized on the basis of certain departments of the educational institution, and in clinical departments on the basis of treatment and prevention facilities. At the same time, the system of distance learning and advanced training of medical professionals should consist of the following components: conducting distance lectures, conducting seminars with in-depth study of previously read lecture material; practical classes on various methods of diagnosis, treatment and surgery, as well as individual telemedicine consultations.
The level of development of the doctor is assessed by his ability to independently acquire new knowledge and use them in educational and practical activities. Independent work occupies one of the leading places in the formation of creative activity. Only purposeful systematic independent work of each doctor allows to deeply master knowledge, to develop and consolidate skills, to turn them into the corresponding skills of mental work.
Among the important problems and shortcomings of the distance form of education in Ukraine is the shortage of direct contact between the personal teacher and the distance student due to the extreme professional workload of domestic teachers. Unfortunately, in Ukraine we have a lot of people willing to receive distance education, and there are few experienced teachers who are familiar with the latest technologies of distance communication.
But despite the shortcomings, distance learning technology is a powerful means of cognition. To increase the effectiveness of new information technologies in teaching, it is necessary to form a system that provides a different understanding of the essence of learning, the role of teacher and students in this process, the relationship between teacher and students, equipping teachers and students.

Conclusions
Distance learning is a promising form of pedagogical technologies in the field of medical education, as it is more flexible and corresponds to modern realities of society. Distance education at the postgraduate stage provides doctors with the opportunity to independently acquire the necessary knowledge, using modern information technology, as distance learning requires a doctor a high level of professional and cognitive motivation, self-control and selfdiscipline.