Mastering practical skills with the help of simulation technologies eliminates the risk to life, health of a patient and the stress of a trainee, allows you to conduct classes according to individual programs, without taking into account the operating mode of the clinic, makes it possible to repeatedly practice the skill and bring the manipulation to automatism. The article shows the effectiveness of the use of a multidisciplinary university virtual clinic Dimedus in practical classes in teaching clinical disciplines to foreign students of the International Medical Faculty of Osh State University.

The purpose of this article is to analyze the role of virtual simulation in teaching Chinese medicine pharmacology experiments. Starting from the current situation of teaching Chinese medicine pharmacology experiments, this article analyzes the advantages of virtual simulation technology in experiment teaching under the concept of “student-centered” and its application effect. The analysis of students’ learning effects after the actual application of virtual simulation teaching in our school shows that virtual simulation experiment teaching can enhance students’ interest in active learning, improve their practical ability, and improve the overall level of experiments. It shows that virtual simulation technology has a wide application prospect in teaching Chinese medicine pharmacology experiments.

In the article the authors present the results of the analysis of training on the VR simulator for the phacoemulsification method. 20 ophthalmologists have been trained. The training consisted of parts: theoretical and practical. The practical part also consisted of 2 groups of exercises. The exercises got harder each time. The trainee is given an unlimited number of attempts to repeat these exercises until he does them perfectly according to the standard. Only in this case, he received the required number of points and moved on to the next stage. The analysis showed that when performing the first group of exercises, there is a large scatter of attempts at the beginning. But as skills were acquired, the number of attempts to earn the necessary scores to pass to the next stage of training decreased. Our analysis once again proves that repetition of one stage of the operation on the simulator helps the trained doctor to achieve the surgical skills necessary for performing the operation according to the standards

The article is dedicated to reviewing the most effective scales used to assess the communication skills of medical workers in the training process. The scales were studied by comparative analysis, depending on their use in different professional medical groups. Determination of the effectiveness of the most frequently used scales was carried out by studying the measurement and evaluation of validity and reliability of the techniques in the conducted studies. Moreover, the assessment of research findings was examined by the effectiveness of interpersonal and communication skills training in the education process.

The article presents the results of the application of simulation training technology in the basic training of residents of the first year of study in the specialty “Neonatology” in the provision of primary resuscitation care for neonatal asphyxia.

The article presents modern methods of simulation training in the preparation of a general practitioner at different levels of education — undergraduate, internship, residency at S. D. Asfendiyarov Kazakh National Medical University. The technology “Virtual Patient” on the interactive platform “AcademiX3D” is described, which contributes to the development of clinical thinking among students, increases the effectiveness of training and the quality of training of graduates of medical universities.

 In the article the authors present the results of the analysis of training on the VR simulator for the phacoemulsification method. 20 ophthalmologists have been trained. The training consisted of parts: theoretical and practical. The practical part also consisted of 2 groups of exercises. The exercises got harder each time. The trainee is given an unlimited number of attempts to repeat these exercises until he does them perfectly according to the standard. Only in this case, he received the required number of points and moved on to the next stage. The analysis showed that when performing the first group of exercises, there is a large scatter of attempts at the beginning. But as skills were acquired, the number of attempts to earn the necessary scores to pass to the next stage of training decreased. Our analysis once again proves that repetition of one stage of the operation on the simulator helps the trained doctor to achieve the surgical skills necessary for performing the operation according to the standard.

The spread of cardiopulmonary resuscitation (CPR) skills is essential for surviving cardiac arrest. Virtual Reality (VR) pulmonary resuscitation training is the cheapest and easiest method for medical students to learn how to apply chest compressions at the right speed and depth. The study examined the compliance of cardiopulmonary resuscitation with quality criteria performed using virtual reality.

The article discusses the application of simulation technologies in teaching practical skills of the subject of forensic medicine. The potential of using mannequins and phantoms in the educational process is briefly described as an opportunity to improve students’ mastering of the practical part of classes, in particular, the possibility of simulating classes on “examination of a corpse at the scene”, which in turn forms future expert doctors, clinical thinking and experience, the development of psychological comfort and adequate reasoning in critical conditions. Some of the processes of conducting practical classes on the basis of the Andijan branch of the republican scientific and practical center of forensic medicineare also described.

The article presents an analysis of the experience of conducting integrated simulation training among students; as a transition to a more complex stage of simulation training; the organization process and the obtained results.

The article is devoted to the peculiarities of the use of modern simulation technologies in teaching of the subjects “Emergency Medical Care” and “Resuscitation and Intensive Care”, where the robot “Apollo” and the interactive program “BodyInteract” were used, with the help of which it was possible to recreate a complete clinical picture of the thematic material being passed, with the subsequent formation of clinical thinking and experience among students, after the possibility of unlimited repetitions of clinical situations without harming the health of patients and controlling the mental barrier in the oncoming professional activities of future doctors.

One of the main competencies in the field of healthcare is the communicative competence of the individual. The profession of a doctor belongs to the activity of the subject-subject type (person-person), where interpersonal communication with patients and their relatives occupies a special place therefore, speaking about the communicative competence of a doctor as a professionally significant quality, we primarily mean the effectiveness of direct interpersonal communication [1]. At the same time, we note that the development of electronic means of communication allows us to talk about the tendency to reduce the role of direct interpersonal communication, as well as about the decrease of its component in the communicative competence of the individual, but, in our opinion, this applies to a lesser extent to the communicative competence of the doctor.

In our country, the use of registered patients during internship in the form of simulation for training in psychiatry is considered appropriate. This is the first study at our faculty using simulated psychiatry training. The purpose of this study is to propose a new method of teaching psychiatry to undergraduate students at the department and evaluate its feasibility and initial effectiveness. We chose depressive psychosis for modeling because this syndrome is common today and is found even among students.

Doctors should acquire practical skills before applying clinical situation on patients in simulation departments equipped with high-tech simulators and computerized mannequins, computer games and programs that allow simulating clinical and organizational situations. One of the prerequisites for the implementation of this invention is the creation of modern simulation centers. The article deals with the problems that need to be solved for the successful and effective use of simulation training in vocational education. The chronology of medical modeling is given, in which there are many thousands and inextricably dangers with the possible development of knowledge, the progress of scientific and technological progress and military orders.