PROSPECTS AND EXPERIENCE OF INTEGRATING SIMULATION TRAINING INTO THE EDUCATIONAL PROGRAM “PROSTHETICS-ORTHOTICS”
DOI:
https://doi.org/10.11603/m.2414-5998.2025.2.15479Keywords:
simulation training; prosthetics; orthotics; educational program; simulation laboratory; clinical skills; simulation scenarios.Abstract
Abstract. The article analyzes the current state of implementation of simulation training in the educational program for future prosthetists-orthotists of the Ternopil I.Y. Gorbachevsky National Medical University. The purpose of the study is to identify the advantages and existing challenges of integrating simulation technologies, as well as to outline possible directions and prospects for further development to improve the quality of training. Simulation training is seen as an active process based on the principles of experience-based learning, where students relate new information to previous knowledge. The educational process for prosthetists-orthotists at the Ternopil Gorbachevsky National Medical University is based on the use of clinical scenarios carefully designed to maximize relevance to future professional activities, which ensures deep immersion of students in practical experience. The author emphasizes the capabilities of the simulation training laboratory for safe practice of clinical procedures and correction of errors under the supervision of teachers. The article discusses the four-stage Payton approach as an effective method of teaching practical skills, including demonstration, deconstruction, understanding and execution of skills. The advantages of this approach in the formation of professionalism and communication with patients are emphasized. Despite existing challenges, such as the cost of equipment and training of instructors, the article emphasizes the clear benefits of simulation training, including increased student confidence and reduced anxiety. It is concluded that further integration of simulation training into the educational program “Prosthetics and Orthotics” is promising and requires a systematic approach. Prospects for further research are seen in the development of objective and reliable methods for assessing practical skills, clinical thinking and communication competencies that can be used in a simulation environment.
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