Reforming and modernizing the healthcare sector, constantly increasing the quality requirements for providing medical care to the population, require doctors and medical staff as a whole to have a thorough knowledge of not only the theoretical basis but also have some practical experience. When undergoing training in a medical institution (higher or secondary), students almost always experience a lack of practical training. There are a number of obstacles for this – this is the impossibility of reproducing most of the practical manipulations, the lack of thematic patients, ethical-deontological, moral and ethical and legislative constraints in the relationship between students and patients. Therefore, the most important tasks of modern secondary, higher and postgraduate medical education are the creation of conditions for qualitative training of highly skilled specialists in various medical fields, Practicing and consolidating practical skills without risking harm to the patient and developing the ability to make decisions quickly and execute most manipulations and interventions impeccably. In this regard, the introduction of the simulation method of training as one of the basic, a wide range of simulators for the development of practical skills with a high level of realism, computer and virtual simulation of various clinical situations represents a new direction in the modern national school of training highly skilled medical personnel higher And middle level.

Advantages of simulation training:

  • Clinical experience in a virtual environment without risk for the patient;
  • Objective assessment of the achieved level of skill;
  • Unlimited number of repetitions for skills training;
  • Practical work on rare and life threatening pathologies;
  • Part of the functions of the teacher assumes a virtual simulator;
  • Reduced stress during the first independent manipulations;
  • The training takes place regardless of the schedule of the clinic’s work;
  • Development of both individual skills and abilities of team interaction.

In January 2014, on the basis of the Odessa National Medical University, the first in Ukraine Educational-Innovation Center of Practical Training of the Doctor was created on the territory of Ukraine, which is equipped with state-of-the-art equipment, analogues which do not exist in the country. The training uses techniques such as simulation of various difficulty levels, hybrid simulation, “standardized patient”, etc. The Center coordinates its work with the world’s leading centers of training simulation technology and rightly claims to be the basic status for improving skills, qualifications and retraining of doctors from all regions of Ukraine. The Center is a multidisciplinary, multidisciplinary and high-tech institution whose goal is to provide high-quality professional training of specialists from different fields in accordance with the requirements of practical health care .

According to the goal set for the center and for its realization, four main tasks of the center were identified , namely:

  1. Improving the quality of training specialists based on innovative organizational forms, teaching and control methods;
  2. Scientific and methodological support of the system of training and assessment of the competence of different categories of medical and non-medical workers;
  3. Research activities in the field of simulation training;
  4. Approbation and development of innovative technologies in the field of medical education.

The center is located in the historic district of the city, in a medical campus, on the territory of the university. For the needs of the center, three floors of the morphological building, with a total area of ​​1200 m2, were allocated. Planning and rebuilding of premises was carried out in accordance with architectural, technical, communication, target facilities and needs of the center. The categories of persons studying in the center:
The contingent of people who can study in the center are students of higher (or secondary) medical education institutions, practitioners and healthcare workers, non-medical staff who can be identified in certain categories. For more information on the categories of people, opportunities and forms of study, see Table 1.
Table. 1. Categories of persons, opportunities and forms of study at the center.

Category Opportunities Form of study
Higher medical undergraduate education (university students) Development of basic medical skills, situational tasks with an emphasis on the technique of execution, training in team work, division of responsibilities, in accordance with the curriculum. Pre-certification cycles;

Elective course;

Thematic improvement cycles;

Individual lessons within the cycle of thematic improvement;

Training courses;

Certain classes within the course of advanced training;

Separate thematic classes within the curriculum;

Additional classes.

Higher medical postgraduate education (intern doctors, undergraduate students, resident physicians, clinical residents, postgraduate students,

Family doctors, cadets, undergoing retraining)

Improvement of practical skills, expansion of their volume in accordance with the requirements of specialization. Getting new practical and communicative skills to work with patients. Actualization of work in a team taking into account ethical-deontological issues. Psychological support, formation of stress resistance. Expanding the range of competences and skills.
Secondary medical undergraduate and postgraduate education (nurses, paramedics, obstetricians) In addition to working out specialized skills, they have the opportunity to learn how to provide skilled help with an emphasis on interdisciplinary team work.
Non-staffed personnel (civil defense officers, members of rescue teams, servicemen, guards, firefighters, sailors, police officers, drivers, etc.). Emergency medical education (cardiopulmonary resuscitation, first emergency care for injuries, burns, fire brigade wounds, poisoning, drowning, etc.) at the pre-hospital stage with the development of appropriate practical skills. Separate thematic courses and cycles;

Additional classes.

The center’s specialists have developed the thematic improvement courses and pre-certification cycles from many specialties such as obstetrics and gynecology, surgery, neonatology, anesthesiology, pediatrics, pulmonology, endoscopy, cardiology, emergency medicine, ophthalmology, and others. Special work programs have been developed for urgent qualified pre-medical and medical care (for doctors and mid-level medical staff).