SIMULATION-BASED LEARNING IN POSTGRADUATE PEDIATRIC TRAINING: INNOVATIVE APPROACHES AND EDUCATIONAL PERSPECTIVES
DOI:
https://doi.org/10.11603/m.2414-5998.2025.4.15866Keywords:
simulation-based learning; pediatric internship; postgraduate medical education; clinical competence.Abstract
Abstract. Simulation-based learning (SBL) has become a cornerstone of modern medical education, providing a safe, standardized, and evidence-based environment for developing clinical, communicative, and ethical competencies. In postgraduate pediatric training, simulation technologies not only enhance procedural precision but also promote clinical reasoning, teamwork, empathy, leadership, and emotional regulation – competencies that are essential for providing highquality and humanistic care to children. By integrating theoretical knowledge with practical experience, SBL supports the competency-based paradigm that has replaced the traditional lecture-oriented approach. The article examines the philosophical and pedagogical underpinnings of simulation-based education, tracing its evolution from skill acquisition laboratories to complex high-fidelity systems capable of reproducing real clinical scenarios. Particular emphasis is placed on experiential learning, OSCE-based assessment, and scenario-driven simulations as tools for measuring both technical and non-technical skills, including communication, decision-making, and error prevention. The discussion also highlights the value of debriefing sessions and reflective practice as mechanisms for internalizing experience and promoting self-awareness among trainees. Drawing on global trends, the paper reviews international standards for simulation in pediatrics developed by the American Academy of Pediatrics, the Society for Simulation in Healthcare, and the European Network of Pediatric Simulation. The Ukrainian context is analyzed separately, emphasizing the need for institutional support, instructor certification, methodological resources, and alignment with European accreditation requirements. The article concludes that systematic implementation of SBL into postgraduate pediatric curricula will enhance the overall quality of medical education, ensure patient safety, strengthen interprofessional collaboration, and foster humanistic and ethical principles in future pediatricians.
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