Simulation training for doctors and students using virtual technologies is an effective tool for developing meta‑subject skills and searching for anthropocentric insights

Background. The relevance of scientific research has become a conceptual rethinking of the enormous potential and impact on the professional training of students and the work activity of medical workers of innovative methods, such as neural networks, complemented by simulation and online virtual space.

In this article, the authors consider the possibility of interaction of simulation content with the real needs of learning users, which will revolutionize training in the healthcare sector and make it more attractive and effective.

The purpose of the research question was to substantiate the use of simulation learning technologies as a tool for the formation of meta-subject skills and the search for anthropocentric insights by personalizing the learning processes of doctors and students. Perhaps receiving feedback from students (students, medical specialists) will become a link to obtain the synergistic effects of an interdisciplinary approach.

Materials and methods. To achieve the goals set by this article, a questionnaire for an anonymous survey (Student Questionnaire) was developed on the Google Drive cloud platform to securely provide access to students. The questionnaire included 5 questions with 5 answer options from “completely agree” to “completely disagree.” Statistical processing was carried out using Excel 2000, Microsoft Office 2000 and statistical packages Statistica 6.0. The indicators were stratified to determine the patterns of distribution of results.

Results. For a preliminary assessment of the impact of simulation training using virtual simulators and the formation of key questions in the student’s questionnaire, the authors correlate the types of feedback with the criteria of its effectiveness for their formalization.

The formalization of approaches is intended to detail and systematize approaches to the processes of individualization of training for doctors (medical students) to determine a rational list of questions in the student’s questionnaire in order to manage the changes accompanying the introduction of simulation technologies in the medical academy.

Based on the respondents' feedback questionnaires, the result of the training and the rate of satisfaction with educational services were determined on certain scales. The results of the survey of 6th year medical students (256) made it possible to formulate practical recommendations and streamline educational processes.

Conclusion. The above is aimed at optimizing the solution of contextual problems by students within the framework of simulation technologies, including the use of virtual simulators using meta-subject skills to find anthropocentric insights based on feedback received from the student.