The aim of this work was studying the opinions of students of a medical institute about the use of simulators and simulators in practical classes. Methods: a questionnaire consisting of 24 points was compiled. The survey was conducted among 150 students from 2 to 6 courses of 30 people from each course at the Medical Institute of the Belgorod State National Research University. Statistical analysis was carried out using the program Statistica 6.0. Results: The respondents believed that simulators should be used for training in the following way: 92% of respondents answered «must constantly», “-«did not need» – 2%, «did not answer» – 6%. Moreover, this percentage did not have significant differences in courses and sex. 89.3% of respondents considered it necessary to use mannequins (simulators) for teaching technical skills, 82.6% considered it important to use simulators to improve these skills. Most of the students in our study (96%) believed that the use of simulators should begin with a 2– 3 year course. By training format, 64.7% of students believed that from 3 to 5 students per simulator were acceptable and the ratio of teacher to student 1:6–8. The respondents answered to the question «What is your motivation for using simulators?»: «skill development» – 89.3%; «good mark» – 59.3%; «learn about a rare pathology» – 47.3%; «feedback» – 31.3%; «training for accreditation» for students of all courses – 30.7%, while 100% of 6th year students gave a positive answer. Conclusions: Students appreciate simulator training in the form of small group classes. Most students believed that the use of simulators should begin from an early stage of training. Students are ready to use simulation equipment, but only as part of practical exercises in various disciplines.
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2. Gorshkov M.D., Fedorov A.V. Simulyacionnyj trening bazovyh medicinskih i hirurgicheskih navykov. Virtual'nye tekhnologii v medicine. 2014 ; 1(11) : 34–9. (In Russ).
3. Gur'eva V.A., Remneva O.V., Gorbacheva T.I. Kravcova E. S., C h echina I.N., Gal'chenko A.I. Optimizaciya obucheniya prakticheskim navykam v akusherstve i ginekologii : ot rutinnyh metodov k sovremennym robototekhnologiyam. Medicinskoe obrazovanie i professional'noe razvitie. 2018 ; 2 : 42–53. (In Russ).
4. Kamyshnikova L.A., Efremova O.A, Ivahno E.N., Dubrova V.A. Vozmozhnosti ispol'zovaniya simulyatorov v medicinskom obrazovanii. Medicinskie tekhnologii. Ocenka i vybor. 2019 ; 3 : 46–52. (In Russ). DOI:10.31556/2219–0678.2019.37.3.046–052.
5. Kulikovskij V.F., Hoshchenko Y u.A., Nachetova T.A., Nagornyj A.V. Analiz itogov provedeniya pervichnoj akkreditacii vypusknikov medicinskogo instituta NIU « BelGU » special'nosti « lechebnoe delo » na baze centra simulyacionnogo obucheniya i ocenki professional'noj kvalifikacii. Nauchnye vedomosti Belgorodskogo gosudarstvennogo universiteta. Seriya : Medicina. Farmaciya. 2018 ; 41 ( 4 ): 584–590. (In Russ). DOI:10.18413/2075 4728 2018 41 4 584 590.
6. Prasmyckij O.T., Kostrova E.M. Simulyacionnye tekhnologii obucheniya studentov v medicinskom universitete po vedeniyu pacientov v kriticheskih situaciyah. Medicinskij zhurnal. 2015 ; 2 : 34–41. (In Russ).
7. Putkov K.A., S h matko A.D. Preimushchestva ispol'zovaniya virtual'nyh laboratornyh kompleksov v obuchenii studentov medicinskih vuzov. NovaInfo.Ru. 2016 ; 2 : 247–252. (In Russ).
8. S h ubina L.B., Gribkov D.M., Hohlov I.V. Opros uchastnikov vtorogo etapa pervichnoj akkreditacii 2018. Virtual'nye tekhnologii v medicine. 2018 ; 2 : 6–9. (In Russ).
9. Dubrowski A., MacRae H. Randomised , controlled study investigating the optimal instructor: student ratios for teaching suturing skills. Med Educ. 2006 ; 40 ( 1 ): 59–63. DOI:10.1111/ j.1365–2929.2005. 02347.x.
10. Okuda Ya., Bryson E.O., DeMaria S.Jr., Jacobson L., Quinones J., Shen B. The Utility of Simulation in Medical Education: What Is the Evidence? Mount Sinai journal of medicine. 2009 ; 76 : 330–343. DOI:10.1002/msj.20127.
11. Reyhan F., Mete A., Sayiner F.D., Celik N. Evaluating the Views of Midwifery Students about Simulation Education. International Journal of Caring Sciences. 2018 ; 11 : 239–245.
12. Sevbitov A.V., Kuznetsova M.Yu., Davidyants A.A., Borisov V.V., Dorofeev A., Timoshin A.V. Integration of simulators 5th level of realism in the educational process of the institute of dentistry. Indian journal of science and technology. 2018 ; 11 : 1–4. DOI:10.17485/ ijst /2018/v11i35/131450
13. Shanks D., Wong R.Y., Roberts J.M., Nair P.S., Ma I.W.Y. Use of simulator-based medical procedural curriculum: the learner’s perspectives. BMC Med Educ. 2010 ; 10 : 77–77. DOI:10.1186/1472 6920 10 77.
14. Singer B.D., Corbridge T.C., Schroedl C.J., Wilcox J.E., Cohen E.R., Mcgaghieet W.C. et al. Fist-year residents outperform third residents after simulation-based education in critical care medicine. Simulation in healthcare. 2013 ; 8(2) : 67–72. DOI:10.1097/sih.0b013e31827744f2.
15. Tatli Ö., Tatli Z. Simulation applications in emergency medicine education. Procedia Social and Behavioral Sciences. 2010 ; 9 : 1825–1829. DOI:10.1016/j.sbspro.2010.12.408.
16. Wahidi M.M., Silvestri G.A., Coakley R.D., Ferguson J.S., Shepherd R.W., Moses L. et al. A prospective multicenter study of competency metrics and educational interventions in the learning of bronchoscopy among new pulmonary fellows. Chest. 2010 ; 137 ( 5 ): 1040–1049. DOI:10.1378/chest.09-1234.
17. Zúñiga B.B., Estrada A.F., Febles Rodríguez J.P., González Peñafiel A. Perception of medical students about the use of simulators in classes. International Research Journal of Engineering and Technology (IRJET). 2017 ; 4 ( 6 ): 2631–2636.
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