The experience of using universal digital services in the accreditation and simulation center of Yaroslavl State Medical University for the period from 2016 to 2023 was studied. More than 1,000 specialists are trained at the center per year. Over the entire period, 4,684 people underwent the accreditation procedure. The introduction of simulation technologies into medical education requires a high level of automation and digitalization of basic processes. Implemented tools and services of a modular object-oriented dynamic learning environment, a designer of online courses and training simulators, an electronic schedule, cloud technologies and online services, including those based on artificial intelligence. This allowed the training center to provide effective management both within the current educational process and during periods of peak load during the accreditation procedure for specialists.

On May 15 and 18, 2023, as part of the large-scale project "Start the Heart", master classes on cardiopulmonary resuscitation were held in Nizhny Novgorod schools, supported by the Russian Society for Simulation Training in Medicine, ROSOMED. In the process of developing and preparing the master class program, HSE first-year students of the International Baccalaureate in Business and Economics took a course on conducting a basic volume of resuscitation within the walls of the Privolzhsky Research Medical University (PRMU) for further training of schoolchildren in this skill. This publication analyzes the responses of more than 207 respondents, of whom about 100 are schoolchildren who took a direct part in the training, and the rest are first-year students of various universities interested in this project. As a result, the effectiveness of teaching for schoolchildren was analyzed, and an expanded program will be launched in the future.

Modern methods of teaching medical skills involve their development on simulation equipment. The further development of such devices, in addition to the maximum identity of a living person, is the creation of intelligent services for an objective and individual approach to a particular student. A service for teaching medical decision-making using a hardwaresoftware ophthalmoscopy simulator has been developed. The service for ophthalmoscopy training performs the functions of entering the student’s identification data, lecture material in the form of presentations, studying descriptions and images of various eye diseases on an additional monitor, illustrative material for the formation of an individual training program. The testing service is designed to test the knowledge and diagnostic skills acquired during training. The exam consists in the creation by the teacher of a set of clinical cases with a gradation of typical cases, complex cases and comorbidities for diagnosis by the examinee. It is possible to determine the time and accuracy of diagnostics. Based on the results of the exam, a reporting form is generated, which is stored in the archive. The service can work remotely using Internet channels.

Simulation training at Karaganda Medical University allows students to develop professional competence in a safe and reliable environment. Simulation training implemented at the Center for Simulation and Educational Technologies using mannequins and simulators of varying complexity depending on the level of realism. Visual, tactile, reactive, automated, hardware and interactive levels of realism of mannequins are used at different levels of training, allowing the formation of the necessary learning outcomes. The use of simulators and mannequins with a higher level of realism helps postgraduate students master critical and clinical skills, including as part of a multidisciplinary team, improving the quality of training for postgraduate students in the Family Medicine.

In the modern world, it is impossible to imagine the field of education without innovative approaches. The application of acquired knowledge in the student’s practical activities develops their professional competence. This approach, namely the use of simulated games in the learning process at the Department of Psychiatry, makes it possible to better understand and master the subject, practice their skills and help them without causing harm to the patient. The purpose of the study was to find out and understand how third- and fourth-year medical students master the subject and develop communication skills using simulation games. To do this, students were given scenarios where they had to portray a doctor, a patient, and the patient’s relatives. After completing the simulated game, students were asked to write down feedback and opinions about the experience. The results were reflected by the judge’s assessment as well as analysis of data collected from the students.

The work is devoted to the problem of digitalization of higher medical education and solving the problems of this industry. Using the example of a VR surgical simulator, which consists of an interface connected to various necessary mechanical or tactile devices, techniques for mastering technical and psychomotor skills (for example, in endoscopic surgery) are highlighted, since it can be used repeatedly and requires only a short time to set them up. And also using the example of anatomical 3D models that allow students to explore various physical objects by manipulating them. Using various types of soft-ware tools, ways of effective application are summarized and corresponding conclusions are drawn.

Simulation centers play a crucial role in the development of emoti onal and communication skills for various professions, including healthcare. The purpose of simulation centers in this context is to provide a safe and controlled environment where medical students can practice and improve their emotional and communication competencies through realistic scenarios.

In a study involving 33 fourth-year medical students, the BT-ACTB simulator was used to teach critical care skills. Students were trained in measuring blood pressure and cardiopulmonary resuscitation using Peyton’s methodology. The results showed that students made mistakes in performing chest compressions at the beginning of training, but by the 10th day the majority had achieved the required level. The depth and frequency of compressions, hand position, accuracy of ventilation and inspiratorytiming improved by the end of training. The use of the simulator was assessed as an eff ective means for developing student competence. Blood pressure measurements were also carried out, where students demonstrated high competence by the end of the training. The BT-ACTB simulator is considered an ideal tool for assessing and developing the practical skills of students in the fi eld of critical care.

The article examines the relevance of simulation techniques when teaching the subject “forensic medicine”.