The main feature of practicing medicine is being not just a profession but a lifestyle as against any other profession. Lifelong education is so important in it. The role of e-learning is here too high, first and foremost for post-diploma training. However, it should be noted that practical medicine is much bolder in using e-learning than the medical education. P. Frey [5] notes that the duration of 31% CD-Rom-programs is only 15 minutes, 87% students had computers at home, with 51 % - having access to Internet. The Internet is used for private purposes more frequently than for educational ones (51% vs 5%). R. März from Vienna [8] also notes:”Very few medical students have experience in Web design or the creation of HTML documents (5% at least weekly) and thus make no use of the Internet for publishing or more sophisticated collaboration purposes”. Why is e-learning used in medical schools not so often, as it should be? What is necessary for its approval? The problem is that there is no universal unambiguous definition of the concept of e-learning. J.Riedel [9] writes about the quality of e-learning. Analyzing different educational paradigms, he pays attention to the fact that many curricula are often based on behavioral approach (Behaviorismus). One more problem is that in e-learning there is no common approach to the role of the teacher. F. Eitel [3] from Munich also notes a low culture of students learning and lack of motivation in students. He explains it by the fact that generations of assistant professors have been using obsolete methods of teaching. They do not communicate with each other and do not discuss novel forms of teaching. This results in lack of motivation for learning and frustration in students. At the Medical University of Barnaul (Russia) some of information for students is available only online. In 2001 an e-learning project was initiated and in 2008 the learning-management-system MOODLE was installed. In this research we try to estimate the level of students’ computer skills, the number of students having difficulty with e-learning, and the number of students coping with e-learning. We are also interested in opportunities of e-learning at medical university. Thus, the goal of our research is to carry out the competent reforms of medical and pharmaceutical education, approaching the international demands of training the doctors. It will guarantee the higher level of the medical education in Russia.

The method of research is descriptive. The students' ability to study pre-clinical disciplines within computer-based and web-based training (CBT/WBT) is checked. Over 300 students answered questionnaires created at medical faculties in ASMU. Also we compared curricula in medical faculties and cathedras in Austria, Germany, Switzerland, Russia and ones in web sites. The study was conducted for pre-clinical disciplines, such as biochemistry, biophysics, biometrics, medical informatics and pharmaceutical chemistry. There were two types of e-learning assessment: 1. Students' knowledge was checked by tests. 2. The students were asked to fill out a questionnaire that covered a wide range of attitudes.

The great majority of students possess sufficient computer skills and acknowledge the advantages of interactive and multimedia learning material, 17 % of the total, use not much of existing e-learning offerings, 5% lacks basic computer skills and they is skeptical about e-learning. Advantages of computer modeling were used. The students did have a high motivation. Participants of the project have estimated the MOODLE as a convenient flexible educational platform. The MOODLE it is quite possible to recommend for studying clinical disciplines. The e-learning does not simply drill the performance in predefined frames, but facilitates the achievement of knowledge which can be verbally expressed. The work of each student who has some difficulties in studying in the CBT is significantly correlated to the design quality. Many students would benefit from introduction the MOODLE in the university. Didactic measures should be taken to prevent the developing of students' hostile attitude to computer.