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Background: The relevance and effectiveness of the use of simulation technologies in medical education is due to the fact that they can improve the quality of specialist training and ensure the verification of acquired competencies before using them in reality. An important element in achieving the effect of psychological presence in the educational process is the concept of embodied consciousness, which explains the fact that students perceive information better when performing actions, and not when they watch others perform it, or listen to it, or read about it. Simulation technologies produce qualitatively new properties of the content of education, which were not present in traditional methods of teaching physicians.
The aim of the study is to conceptually substantiate the urgency of practical implementation of the pedagogical conditions necessary for the positive dynamics of the formation of professional competence in future doctors by simulation technologies of mixed reality in higher education institutions.
Methods: analysis and synthesis, comparison, abstraction and concretization, generalization, formalization, induction and deduction, idealization, analogy, modeling, thought experiment.
Results: in the process of learning, the authors describe the educational simulation as a structured scenario with a detailed system of rules, tasks and strategies that are created with a very specific goal: to form specific competencies that can be directly transferred to the real world on the patient. In the simulation lesson, the priority is precisely the educational task, in the process of which a safe negative result is assumed in order to be able to feel the measure of their responsibility and achieve a positive result in their future professional activities.
Conclusion: compared with traditional forms of learning and simulation, the peculiarities of formation of professional competence of future physicians, the proposed structural model of the center of simulation technologies in medical school, argued its necessity.
Keywords:simulation training, medical education, professional competence, structural model.
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