The article is the result of the first stage of the study devoted to the analysis of the work of accreditation and simulation centers during the period of passing the primary specialized accreditation. The technical issues of the functioning of such centers, as well as the need to develop new methods of interaction between the accredited and the personnel of the simulation centers, were considered.

This article is devoted to the organization of the work of the Accreditation and Simulation Center of the Institute of Medical Education of the Almazov National Medical Research Centre during the primary specialized accreditation in the COVID-19 pandemic. Organizational solutions, technological processes and routing of accredited (308 people), support and technical personnel (98 people) and employees of the Accreditation and Simulation Center (14 people) and members of accreditation commissions (67 people) are presented to ensure infectious safety and the effectiveness of the face-to-face practice-oriented stage of accreditation.

Administrative decisions in the medical education are subject to the general theory of management, one of the key concepts of which is «sunk cost» – financial investment, time or other resource input that cannot be returned in the future. In medical education, these include investments in the construction, reorganization and reconstruction of buildings and premises, installations and upgrade of technologies, equipment and software, research and development, training and retraining of pedagogical personnel. One should avoid the sunk cost fallacy by not taking into consideration such non-returnable investment, when making a managerial decision on the implementation of virtual technologies into medical education.

The article describes the experience of teaching doctors of various specialties to provide emergency care on the basis of a simulation center. The program implements a new approach to teaching using simulation technologies. The authors applied a modified four-step Peyton technique to form a complex skill for each of the mastered emergency conditions. This technique can be considered as one of the organizational models of role-playing games for the formation of individual capabilities of students. Role-playing games are an effective technique that promotes independent learning and allow learners to acquire the ability to make decisions in difficult clinical situations. The implementation of the method made it possible in a short time to develop stable skills for providing assistance in various kinds of urgent situations.

The article discusses the possibility and importance of using simulation equipment for teaching various skills of nursing staff. Despite the existence of standard operating procedures (SOPs), there is no wide practice of their training. Emphasis is placed on the need to develop such teaching methods that would facilitate the work of both teachers and trainees.

The simulator for teaching practical exophthalmometry skills is a hardware and software complex. The hardware part is an imitation of the facial part, with the ability to perform exophthalmometry in various clinical conditions. The computer program controls the movement of artificial eyeballs in the simulator, depending on the clinical task. To control the correctness of the practical skills of exophthalmometry, a video recording and subsequent analysis are made by both the student and the teacher. Based on the survey results, a report form is generated, which is saved and can be used for comparison. This technique is based on digital technologies and the use of computer analysis. It is possible to use the hardware and software complex in a remote version with data transmission over the Internet.

This article describes how a training pharmacy works, and also proposes a methodology for teaching a practical course on creating a pharmacy, including simulation training.

The article discusses the possibilities of using the CorView model of the human heart with great vessels for teaching interventional cardiology, which makes teaching as close as possible to real clinical practice in the operating room.