A blind comparative pilot study was conducted to evaluate the quality of simulation scenarios generated by generative artificial intelligence (AI) models compared to human-generated scenarios. The objectives of the study were to test the feasibility of generating scenarios by AI models, compare their quality with human-generated scenarios, and assess the ability of experts to determine authorship. Three models (Grok, ChatGPT and DeepSeek) were used to generate scenarios based on a standardized prompt, and the ROSOMED competition case served as the reference standard. Five independent experts evaluated four scenarios using the original scale of assessment of a simulation scenario (SASS). The ChatGPT scenario (average score of 3.4) outperformed the human scenario (2.9). The AI evaluator generally ranked the scenarios similarly to the human experts, but it showed bias towards its own work when self-evaluating.

The paper is devoted to evaluating our own experience of using clinical modeling scenarios in the disciplines of «Educational simulation course», «Industrial Modeling practice», «Emergency medical care» for the 1st and the 2nd year residents. The experience of teaching interns for 1–2 years using clinical simulation scenarios was analyzed. The article also presents the residents’ view of this experience. The study revealed the positive effects of this method of teaching in the form of the development of professional skills and personal qualities.

The article is devoted to the study of the possibilities of the virtual clinic «RUМЕДИУС» to improve the training of medical specialists in emergency care skills. The results of a study conducted at the Multidisciplinary Accreditation and Simulation Center of Tomsk State Medical University are presented. It is shown that the use of a virtual clinic allows to reduce the duration of training and the workload of teachers, while maintaining high quality of training and creating comfortable conditions for students. The conclusion is made about the expediency of the widespread introduction of virtual assistants in the educational processes of medical universities.

The aim of the study was to enhance the professional competence of mid-level medical personnel in organizing comprehensive care for patients in outpatient settings, including individuals with different types of stomas.

Materials and Methods. The study was conducted at a simulation center with the participation of 211 nurses from departments of nursing care and palliative care. Within the framework of the training workshop «Organization of Home Nursing Care and Specifics of Stoma Care», a practice-oriented approach with elements of simulation-based learning was applied. The training included a theoretical part (review of regulatory documentation, characteristics of patients with stomas, and specifics of care in outpatient settings) and a practical part (simulation-based training on stoma care, prevention of complications, and documentation management). A questionnaire survey was conducted before and after training to assess its effectiveness.

Results. The analysis of questionnaire data showed an increase in the level of knowledge, confidence in practical skills, and readiness for independent management of patients with stomas. A selective final assessment of knowledge and skill retention based on 50 questionnaires demonstrated a high level of positive impact of the program on professional practice, confirming its practical significance. The need to expand the scope of practical training topics and to implement an interdisciplinary approach was identified.

Conclusion. The use of simulation-based learning in the training of mid-level medical personnel contributes to the development of professional competencies necessary for providing high-quality nursing care in outpatient settings, including for patients with stomas.

Introduction. Communication skills are an integral part of a doctor’s professional competence and are included in national and international standards of medical education. However, in Russia there is no unified methodology for teaching and evaluating these skills, which makes it difficult for students to develop stable communicative competencies.

The purpose of the study. To analyze the level of formation of communication skills with patients among residents of various specialties (surgeons and therapists) and develop recommendations for improving the learning process aimed at developing the communicative competencies of future doctors, taking into account the specifics of their professional training.

Materials and methods. 102 residents of various profiles were surveyed using a structured questionnaire that includes both quantitative and qualitative questions. The data were processed using descriptive statistics (M, SD, percentage distribution), comparative tests (t-test for independent samples or Mann-Whitney in violation of normality) for quantitative indicators, criterion χ2 for categorical variables, while statistical significance was assessed at p < 0.05, and qualitative analysis was carried out by the method of thematic analysis highlighting the key categories.

Results. Most residents began learning communication skills in their later years at the university, while practical training with patients was recognized as the most effective teaching methods. Half of the respondents rate their level of training as acceptable, but a significant proportion have difficulties in clinical communication, especially in aspects of empathy, open dialogue and conflict resolution. Surgeons were more likely to demonstrate a lack of fear and open dialogue skills, while therapists showed a higher level of empathy. Role-playing games, simulations, debriefing and supervision are recognized as promising methods for developing communicative competence, taking into account the profile of specialists.

Conclusion. The development of communication skills among residents should begin from the early stages of training, actively using role-playing games and simulations. Interaction with teachers and mentors through debriefing and supervision plays an important role. The skills of open dialogue, conflict resolution, and dealing with «complex» patients, including nonverbal reactions, remain the most difficult. Promising areas are training with video feedback, modern simulation technologies (including VR) and the development of empathy, taking into account the profile of specialists.

The article explores the potential of using animal organs in surgical education. It highlights the advantages of this approach (anatomical similarity to human organs, availability, safe repetition of procedures), as well as its limitations and ethical considerations. Modern technological solutions and international experience are presented, demonstrating the effectiveness of combining biological practice with simulators and VR technologies in surgical training.

The article presents an analysis of the possibilities of using digital biomicroscopy of the anterior segment of an eye in the system of modern medical education. The methodological aspects of creating standardized visual materials for simulation training, forming structured clinical databases, and developing specialized datasets for training neural networks are considered in detail. The results of the practical implementation of the hardware and software complex of digital biomicroscopy in the educational process are presented, quantitative and qualitative performance indicators are demonstrated.