One of the most important sections of pedagogical process in high medical schools (HMS) is clinical training of students, acquisition of practical skills by them in the specialty. At the same time objective control of level of practical knowledge of students as clinical practice shows, continues to remain one of unresolved problems of pedagogics of HMS.

It is necessary to recognize that the existing five-point system of an assessment of knowledge of students of medical school is imperfect.

The main shortcomings it are impossibility of personification of a professional standard of the student.

Besides, such system of estimates of knowledge (at the answer to questions in the examination card) doesn't specify their true volume, and assumes, as on discipline the student also knows other material on this mark.

The third, most essential lack of this expert system - it forms at the student installation on "an earning of marks", instead of on receiving professional knowledge.

More perfect, in our opinion, the rating system (RS) of an assessment of knowledge of students is. If to consider this supervising system as one of the most important components of educational process, in HMS it has to meet the following requirements.

1. Objectively to reflect dynamics and the end result of training of the student - degree of compliance of its vocational clinical training to a standard (model) of the expert. These are one of most difficult solved problems.

2. The system has to be adapted for a quantitative assessment of clinical parameters of vocational training of the student. Unlike theoretical disciplines in which each section (module) of the training program can be accurately divided into making elements, and each element is presented in mathematical (a formula, etc.) or quantitative (mark) expression, on chairs of a clinical profile such divisions and, especially, the quantitative assessment of an educational element isn't always possible. For example, to examine complaints, anamnesis of the supervised patient etc.

Besides, distinctive feature of pedagogical process on clinical chair is formation at students of skills of "clinical thinking" - abilities to apply acquired theoretical knowledge in concrete clinical supervision, i.e. "at a bed of the patient".

Therefore, the rating of a system to adapt to the specifics of the educational process at the Department of clinical necessary to develop the different methodological techniques.

3. The system has to be multifunctional, namely, comprise not only supervising, but also training to function.

Need of observance of this condition is confirmed by student teaching. Not a secret that some students "master" the program of clinical discipline in 3-5 days before examination, i.e. work not for "knowledge" and for "mark". Such situation is connected with absence in old system control of incentives to everyday acquisition of knowledge. As a result students require the harmful, inefficient habit of "storm" of knowledge before each session.

Besides, if phenomenal abilities of the student allow it to acquire quickly a theoretical material, it will be absurd to believe, as practical skills, logic of "clinical thinking", i.e. the major criteria determining by professional the status of the doctor, it will be able to get so quickly.

It is necessary to recognize also known subjectivity of existing system of a five-point assessment of knowledge at which the teacher is quite often compelled to solve a dilemma: who from "excellent students" is more capable? (Most defiantly this shortcoming is shown at competitive reception in higher education institution of medallists).

Essential lack of traditional supervising system is absence in it the most important component of pedagogical process - training function. Therefore on clinical chairs where quality of vocational training of future doctor is directly connected with ability and ability of the student daily, step by step to seize the most difficult section of medicine - skills of "clinical thinking", the traditional supervising system is a little informative.

4. Not less difficult problem for teachers - clinical physicians there is also an observance in RS of the principle of a phasing, sequence of control of the knowledge acquired by the student. More told concerns the main clinical specialties: therapies, surgeries obstetrics and gynecology with which students get acquainted consistently within 2-3 years. Therefore the supervising system has to answer an ultimate purpose of training in discipline specifically on each course.

The listed problems of training on chairs of a clinical profile oblige pedagogical staff of these chairs to improve nonconventional system of stage-by-stage control of knowledge according to volume them, provided by the program of each course.