During the initial specialized accreditation of professionals with non-medical backgrounds conducted by the St. Petersburg State University Accreditation Center, it was found that the candidates’ level of preparedness for the “Basic Cardiopulmonary Resuscitation for Adults and Airway Management” station was critically low. To address this issue, a 16-hour supplementary educational program was developed (theory and practice on simulators with feedback). The results of 207 candidates were compared, of whom 52 had undergone training and 155 had not. In the training group, 90–100% of the key elements of the algorithm were performed correctly, compared to 70–85% in the group that did not receive training. The observed differences were statistically significant (p < 0.05–0.001) for most items on the checklist. Thus, a deficit in practical CPR skills was identified among professionals with non-medical education. The developed program proved highly effective and demonstrated the need to include a practical CPR module in their training.

This paper analyzes the author’s own experience in conducting the initial accreditation (IA) procedure for specialists. The study identified notable factors, specifically weaknesses in the training of graduates, which serve as a basis for addressing these issues.

This article presents the results of a comparison between the preparation of the protocol “Examination of a Corpse at the Site of Discovery” using traditional teaching methods and teaching methods that incorporate simulation technologies.  It describes systemic issues in the practical training of students in the higher medical education system based on modern pedagogical concepts (andragogy, the theory of purposeful practice, Bloom’s taxonomy) and empirical research conducted at the simulation center of N. A. Semashko National Research Institute of Clinical Medicine at the Russian University of Medicine (a Federal State Budgetary Educational Institution of Higher Education under the Ministry of Health of Russia), and substantiates the effectiveness of simulation technologies in developing professional competencies. The results of a retrospective cohort study involving 5th- and 6th-year students are presented. Four scenarios for the session “Examination of a Cadaver at the Scene of an Incident” were developed and tested. The simulation method was shown to be significantly superior to the traditional method.

Recommendations for implementing the developed methodology into the educational process are formulated. 

The aim of this study is to evaluate the effectiveness of task-based and self-directed learning among students in the Department of Pediatrics, using simulation technologies, in the development of practical skills and clinical reasoning. The study included 120 fourth- and fifth-year students from the Faculty of Pediatrics at Tashkent State Medical University. The participants were divided into a main group (n = 60), which was trained using a task-oriented and self-directed learning model incorporating simulation technologies, and a comparison group (n = 60), which was trained using traditional methods. The results showed that a high level of practical skill development, as assessed by the OSCE, was observed in 86.7% of students in the experimental group, which was significantly higher than the corresponding figure in the control group—61.7% (p < 0.05). The mean total score for performing a pediatric examination was 84.3 ± 6.2 points in the main group and 72.5 ± 7.1 points in the comparison group (p < 0.01). The number of errors in assessing vital signs was significantly lower in the main group (0.9 ± 0.3) compared with the comparison group (1.6 ± 0.4; p < 0.05). In addition, the proportion of students demonstrating confidence and logical consistency in their clinical decisions was 81.7% in the main group versus 58.3% in the comparison group (p < 0.05). The results obtained demonstrate the high effectiveness of task-oriented and independent learning using simulation technologies. This educational model contributes to improving students’ practical training, developing clinical reasoning, and reducing the number of diagnostic errors, thereby enhancing the readiness of future pediatricians for professional practice.

The sharp increase in the burden on the healthcare system during the COVID-19 pandemic revealed the ineffectiveness of traditional methods for calculating labor productivity based on mathematical formulas. These methods do not account for the dynamics of work processes or challenges in planning human resources, equipment, and space. This leads to inefficient workload distribution, especially when — as in the case of clinical laboratories — there was a need to process thousands of samples for PCR testing daily. The aim of this study is to develop and analyze a method for planning workload using simulation modeling in AnyLogic, which allows for the visualization and optimization of laboratory processes. The objectives include analyzing existing approaches, describing the methodology, applying it to a PCR laboratory case study, and evaluating its benefits in a pandemic context. The proposed approach involves timing technological processes, collecting data in tabular form, and creating a digital model of the laboratory to identify “bottlenecks,” equipment downtime, and staff downtime. Using a PCR laboratory as an example, the paper demonstrates the ability to optimize resources, calculate maximum throughput, and justify procurement decisions. This method allows for improving the efficiency of laboratory operations in situations of unpredictable demand, minimizing the risks of disruptions and financial losses.

Objective: To develop a Boston Scientific programmer training simulator for cardiologists, given the limited availability of the manufacturer’s training programs in the Russian Federation.

Methods: A browser-based application with a bilingual (RU/ EN) interface and 13 clinical scenarios was developed. From September 2025 to May 2026, 25 participants (80% residents, 10% interns, 10% students) were trained at the Kushchevskaya Central District Hospital in three to four 1.5-hour sessions.

Results: All participants mastered the basic functions; testing showed positive progress.

Conclusion: The simulator is suitable for training cardiologists in settings with limited access to equipment.