Self-training of Residents in the Specialization Process

Practical teaching has proved that teachers spend more time preparing the methodological activities they perform in class than organizing, conducting and controlling student's self-training. This article is aimed at highlighting the importance of self-training in post-graduate education, specifically in the process of specialization, in order to achieve cognitive activity, an issue that has been widely accepted in pedagogical literature. The aim is to provide some theoretical elements on self-training through a task system based on the contents, which can work as a tool for the teacher and enhance student's cognitive independence.