Exciting news, everyone! 🚀 Get ready to dive into the next level of adventure as VARGATES is about to hit the Oculus Store! 🎮💥 Immerse yourself in a world of limitless possibilities and embark on epic journeys like never before. A new era of virtual exploration and exciting adventures! Stay tuned for the release date. Trust us, you won’t want to miss out on this mind-blowing experience!
Step into the future of physics education with the VARDIX Physics LAB 3D platform! It leverages cutting-edge 3D graphics and computer animation solutions for a truly immersive virtual experiment experience. With over 80 virtual 3D laboratory instruments, it’s the perfect environment for labs of any complexity. Get realistic graphics on any computer.
Boosts student engagement and material absorption through gamified scenarios.
Recreate experiences without space or resource limitations.
Develops spatial thinking.
Access information instantly, no matter the school hours.
Cost-effective virtual experiments.
Minimizes the risk of injuries. Elevate your physics studies with VARDIX Physics LAB 3D!
Explore the world of virtual 3D organ models with Pathology3D!
Study pathological anatomy like never before. Pathology 3D is a new generation of 3D screen simulators specially designed for studying general and special pathological anatomy. With Pathology3D you can immerse yourself in the fascinating world of virtual 3D organ models and simulate pathomorphological changes that are typical for various diseases and syndromes. This is a powerful constructor that gives you the ability to interact with interactive 3D models and visually explore pathological processes. With Pathology 3D you can visualize and study various pathological changes on organs and examine their effect on body functioning. It is a valuable tool for students, medical professionals, and researchers to enhance their knowledge and skills in pathological anatomy.
We are pleased to present you the Vargates Technics App!
Vargates Technics is a 3D platform for creating training courses, instructions and visualization of processes in the virtual universe – VARGATES. The platform allows you to significantly reduce the cost of training and visualization, as well as improve the skills of staff. There are 3 personalized operating modes aimed at optimizing processes and achieving maximum efficiency. Endless worlds, artificial intelligence and social networks are the new opportunities that we offer. Find a powerful tool for your development.
A job fair has started today, in which you can participate online from anywhere in the world!
Vacancies from leading IT companies will be presented to you at the fair. Do not miss the opportunity to take an expert session from leading HR specialists and build a career in the field of your dreams, regardless of your location, together with a job fair in the Metaverse.
In addition, those interested can register to participate in the metaverse event to get recommendations on improving their resume “Roast my CV” by sending an application to the mail email@example.com marked “Publish my resume”.
We would like to remind you that the Job Fair will be held October 12-13, 2023.
Don’t miss the opportunity to work for the best companies in the IT field! We are waiting for you!
The long-awaited job fair “Digital Bridge 2023” will take place tomorrow, which will be held on our Vargates platform!
Consultation from specialists of top companies, job search, resume submission, new acquaintances – all this in the virtual world. You will have the opportunity to talk directly with HR specialists, leave your resume and get a long-awaited offer! To get feedback about your resume, we will have a resume roast, where we will analyze your resume in a live broadcast and give recommendations for improvement!
Don’t miss it, join now!
Greetings, everyone! We have good news for all AcademiX3D users. We have released a major update with many changes, improvements, and new features. Let’s look at the main changes:
Interface and functionality:
- The main menu has been completely redesigned. It now includes previews, libraries, and course type selections, making it even easier to navigate.
- Added the ability to work in offline mode, which allows you to open scripts and modules without the need to connect to the Internet. Now you can pre-load content and use it whenever you want.
- It is now possible to download scripts in advance, set and cancel the download queue, and download the entire library. The loading status is displayed at the bottom of the window.
- The statistics window has been updated. Stats now appear in the script preview window, and you can also download a PDF of the walkthrough.
- A new Manipulations and Procedures module has been added, with 16 nursing skills scenarios available. This module allows you to pass scenarios using a choice of options. After completing the scenario, you will receive a walkthrough report.
- Improved functionality of the “News” panel. It now includes a preview window, and the links have become clickable.
- In the module of pathological anatomy, the text output has been corrected so that all inscriptions are placed on the screen.
- Added sound control without having to go to the settings panel. The sound control button is located in the system buttons and is accessible from any part of the application. You can mute the sound in one click by clicking on the minimum volume icon and return it to its original position in the same way.
- The sound now works in stereo mode.
- When loading the clinical scenario, the patient will be seated. If you need to examine him standing up, you can ask him to stand up.
- In the manipulation module, clicking on an area during an animation activates a free camera, which you can control: zoom and rotate. The animation will be paused, and clicking again will turn it on again.
- The 3D camera is disabled in the main menu. It is now static, which makes it easier to use.
- In the main menu, all modules are highlighted when you hover over them.
- In the tooltip bar (on the loading screen) you can click on the links. They will open in the app or in the browser, depending on their type.
- In Movies mode, when you press the close button, a message appears with a choice of whether to close the view or the application.
- Updated the content loading system and removed unnecessary modules, which increased the speed of the application.
- We decided to remove the subscription system in AcademiX3D. The subscription is now only available at Vargates Medical.
- In the Vargates Medical settings, the “Educator Mode” option has been added. It allows you to display clinical case names instead of manifestations.
- In the Pathological Anatomy module, if the model takes a long time to load or if your graphics card is unable to display it, a warning will be displayed and the model will become grayed out.
- In some cases, if the video drivers were installed incorrectly, the pathological anatomy module may not have loaded the manifestations. Now you get a message asking you to reinstall the video drivers.
- The cache cleaning system has been improved.
- Updated character animations.
- The profile displays a unique identifier to facilitate help and feedback.
- A subsection “Complications” has been added to the “Diagnosis” section.
- Accelerated transition via DeepLink, immediately loads the desired location.
- The Movies module has been improved.
Fixing bugs and errors:
- Fixed the system for calculating the final percentages in the awards.
- Fixed a bug that caused the jump speed to be different when walking and running.
- Fixed a bug that allowed modifiers state to change before full loading of the model in the pathology module. This option is now unavailable until the model download is complete.
- Fixed a bug occurring when quickly double-clicking the script’s end button.
- Corrected some translations of the English interface.
We will be glad to receive your comments and suggestions, which you can send through the application or contact us through the contacts on our website. We hope that this update will make your experience with AcademiX3D even more convenient and interesting!
You can download the current version on the AcademiX3D page.
Meet the VARGATES feature extension: the ability to enjoy a 3D universe even without an Internet connection!
VARGATES, one of the leading platforms for interactive 3D universes, has announced an important update to its platform. We are pleased to announce that PRO account owners will now have long-awaited offline access to content in the VARGATES universe.
Our mission at VARGATES is to create an open space where people can interact, learn and share knowledge in an exciting 3D environment. And today we’re pushing the boundaries of freedom and flexibility by giving PRO account owners, the ability to enjoy all the benefits of VARGATES anywhere and anytime, regardless of internet connection. This is a great option for working outside the office, on the road, or in remote locations where Internet access may be limited.
Offline access was the next step in the development of the VARGATES universe. We strive to give you maximum flexibility and convenience when working with 3D models. Now you can use VARGATES wherever you need it, even without access to the Internet.
Offline access will become available to PRO owners after an update, which is expected in the next few weeks.
With the growing popularity of virtual reality and the increasing need for flexibility of use, VARGATES continues to evolve and bring new innovations to meet the needs of its users. The prospects for interactive 3D universes look bright, and the introduction of offline access becomes an important new step in the development of this unique platform.
To find out how much and how to get a PRO account, visit the VARGATES page.
VARDIX and Vladimir Barinov: Immersing yourself in 3D magic and AR/VR innovations!
AstanaHub, a leading tech startup park, together with Vladimir Barinov, CEO of VARDIX Group, held a live broadcast on May 24 at 17:00 Moscow time on their Telegram channel on the topic “Prospects and the AR/VR startup community.
Vladimir Barinov is a producer, 3D-expert, engineer of projects in the field of interactivity, education, advertising, cinema, medicine and entertainment, founder of the VARDIX group of companies.
AR (augmented reality) and VR (virtual reality) are areas that currently have great potential and offer interesting prospects for startups. Both directions are developing rapidly and find application in various industries, such as the gaming industry, education, medicine, architecture, tourism and many others.
AR/VR startup community.
The AR/VR startup community is growing rapidly, with many companies involved in various aspects of these technologies. There are specialized conferences, exhibitions, and communities where entrepreneurs and developers can exchange experiences, find investors and partners, and receive feedback from experts in the AR/VR field. In late 2018, VARDIX and AstanaHub jointly embarked on an initiative to bring together computer graphics and virtual/ augmented reality professionals. This effort led to the formation of a specialized 3D graphics conference known as CG-SREDA.
VARDIX, in turn, actively seeks to share its experience and receives valuable feedback in return, which greatly enhances the professional level of all developers in various fields. We maintain effective interaction with major companies in Kazakhstan specializing in 3D graphics, striving together to achieve a common goal.
Perspectives on AR/VR startups.
The possibilities of AR/VR technologies are constantly expanding, and every year new innovative products and services appear. One of the key reasons for the growing interest in AR/VR startups is improving technology and equipment availability. AR/VR startups also receive support and funding from venture capitalists, investment funds and large technology companies. This helps startups attract talent, adopt the latest technology, and scale in the marketplace.
Overall, the prospects for AR/VR startups are very favorable. As interest in augmented and virtual reality grows, new technologies are expected to emerge, products and services will improve, and applications will expand. This creates great opportunities for entrepreneurs and innovators who want to contribute to the AR/VR industry and change our reality.
If you have any questions and/or suggestions, you can contact us through our contact page.
Technopark of the future and virtual events come together: VARGATES and AstanaHub announced the launch of a new AstanaHub test location.
AstanaHub, one of the leading tech startup parks, and VARDIX group of companies specializing in the development of virtual worlds, are pleased to announce the launch of AstanaHub’s new test location on the VARGATES platform. This collaboration aims to empower virtual events and exhibitions by providing unique virtual spaces to communicate, learn, and showcase projects.
AstanaHub, located in the heart of Kazakhstan’s capital, Astana, is known for its dynamic ecosystem approach to developing startups and innovative projects. It brings together talented entrepreneurs, investors, and experts from around the world, creating an environment conducive to the development of new ideas and technological advances.
Our company, which specializes in the development of virtual worlds and interactive platforms, adds a new dimension to the capabilities of AstanaHub. VARGATES users will be able to visit the virtual locations of AstanaHub, which recreates the atmosphere of the technology park and offers a unique perspective on its innovative community.
This collaboration also invites all interested parties to dialogue about exhibitions and virtual events within VARGATES. Openness to new ideas and partnerships are the core values of this initiative. Companies and organizations looking to present their products, services and innovations to the public can use VARGATES virtual spaces to create exciting and interactive exhibition spaces.
VARGATES and AstanaHub reaffirm their commitment to building a future where technology, culture and innovation intertwine in a unique virtual experience. This partnership offers unique opportunities for all stakeholders to contribute and be part of the development of the global startup and innovation community.
VARDIX and AstanaHub invite companies, entrepreneurs, investors, experts and everyone else to participate in the dialogue and hold exhibitions and virtual events. The idea is to jointly develop innovative formats that make the most of virtual spaces for presentation and interaction with the audience.
Virtual events and exhibitions offer a wide range of benefits, including geographic flexibility, accessibility to attendees from around the world, and interactive opportunities for interaction and networking. Visitors will be able to immerse themselves in the virtual space of AstanaHub, watch project presentations, ask questions of experts, participate in discussions and make valuable connections with professionals from different fields.
VARGATES is becoming a platform that brings together various industries, offering them the opportunity to harness the power of virtual and augmented reality to reach new heights in education, entertainment and collaboration. The AstanaHub test location is just one of many steps in this direction.
If you are interested in participating or would like to learn more about VARGATES and AstanaHub, visit their official websites or contact representatives for more information. Time and space merge to create new perspectives and inspire a new generation of entrepreneurs and innovators.
Do you want to start your career in Digital Marketing and work for a company that is willing to support and develop you? Then we are waiting!
The VARDIX Group is looking for a marketing intern who is willing to take on the challenge of becoming part of our team in creating and implementing marketing campaigns to promote our products and services in the online environment.
We are looking for an energetic, motivated and creative intern who is willing to learn and grow with us. We believe you are exactly what we are looking for if you have the following skills and qualifications:
- Knowledge of the basics of digital marketing and a desire to learn new things;
- Excellent communication and analytical skills;
- Ability to work with office and graphics applications;
- Knowledge of English at the Intermediate level and above;
- Fast learner and the ability to adapt quickly to change;
- Responsible and organized approach to work;
The advantage will be
- Experience in digital marketing or completion of courses/internships;
- Knowledge of SEO/SEM, SMM, contextual advertising;
- Knowledge of video editing programs
We are ready to give you the opportunity to start your career in Digital Marketing with our company!
- Work in a friendly team of professionals who are ready to support and help you in training and development;
- The opportunity to gain valuable experience and knowledge in digital marketing, which will come in handy in the future;
- Competitive salary and reimbursement of professional development costs if the internship is successful;
- Comfortable working conditions in the office at AstanaHub.
If you’re ready to get started in digital marketing with us, send your resume now to firstname.lastname@example.org!
Don’t miss your chance to join the team of professionals and gain valuable experience in Digital Marketing!
Article from the journal “Modern Problems of Science and Education” USE OF “VIRTUAL PATIENT” TECHNOLOGY IN MEDICAL EDUCATION.
Authors: Yudaeva Y.A., Nevolina V.V., Z.F. Zakirzyanova.
Recently, the requirements for the level of training of future specialists have changed in the medical field. Modern society expects a graduate to have a qualitatively new level of professionalism: a combination of a good theoretical base with a well-developed practical component. Especially important is the initial acquisition of practical skills, which form the further formation of the student as a specialist.
In the face of the pandemic, modern education, including medical education, has many problems. First of all, this is due to the introduction of the distance format of work in the educational process, which limits the opportunity for the medical student to contact real patients and practice practical skills. The peculiarity of medical education is that the formation of most professional competencies of a future graduate is closely related to the traditional forms of education, which require working at the “patient’s bedside”. These are communication skills, clinical thinking skills, and practical manipulation skills. In this regard, the professional medical community seriously criticizes the use of distance technology in medical education.
But the situation is such that the new coronavirus infection dictates its own rules, and medical education must also adapt to the new realities. The task of the university in the new conditions is to continue to effectively train medical students, to actively help them to master the necessary skills and abilities, and to introduce objective methods of controlling their formation.
One of the modern trends in pedagogy is the use of various electronic technologies. In higher medical education today this is a very relevant direction . Recently, the Virtual Patient methodology has been actively introduced into the medical education space, but the methodological aspects and experience of its application are insufficiently covered in the domestic literature, and there are no clear mechanisms for integrating this simulation methodology into the educational process. The exchange of experience and the development of an educational and methodological framework for this methodology are required for quality results.
Purpose of the study
Evaluating the feasibility and effectiveness of implementing the Virtual Patient methodology in teaching clinical thinking skills, demonstrating my own experience of using the Virtual Patient program in the teaching process.
Materials and methods of research
To achieve this goal in the course of the discipline “Simulation course, emergencies in general medical practice” during the control of independent work of 6th year students of medical faculty “Virtual patient Academix3D” program was used. To assess the effectiveness of training using the “virtual patient” was analyzed its own teaching experience, conducted a survey of students (280 people) to establish the level of satisfaction.
Results of the study and discussion
At Orenburg State Medical University, the Virtual Patient technology is implemented in two versions: “Bodyinteract” and “Akademiks3D”. Both programs are used in the educational process, but the Bodyinteract program is oriented to the postgraduate level of education (residency, PDO), and the Academic3D Virtual Patient program is used in work with students. The interactive application “Virtual Patient Academics3D” allows the student to work in two modes: theory and practice. Preliminary independent work of the student in theory mode allows you to get theoretical knowledge of the classification, pathogenesis, anamnesis, clinical picture, methods of diagnosis and treatment of various diseases. The study of theoretical material is presented in the form of a quest, which makes the learning process more exciting for the student. Both modes (theory and practice) can be implemented in two forms – study and exam. In the practical sessions, the trainee uses a mode of study that allows the student or instructor to select a particular disease and study it step-by-step. In the final exam session, clinical scenarios are dropped at random without nosology, and the student is asked to demonstrate patient skills at various stages.
To familiarize students with the “Virtual Patient” technique and the features of working with the program during the classroom (or online teacher) demonstration of several clinical situations in accordance with the subject of the class. “Virtual Patient Academics3D” is an interactive computer program for simulating clinical scenarios of the therapeutic profile. This program allows you to simulate the examination of a patient as a district therapist during an initial appointment. The interface of the Academic3D Virtual Patient system is simple and intuitive and allows students to quickly learn the mode of operation.
Before you begin your independent work, the instructor sets a general goal: “You are a district therapist. Your task is to conduct primary and follow-up appointments. It outlines the main obligatory stages for realization of the goal: to interview the patient; to conduct a physical examination; to put forward three diagnostic hypotheses; to prescribe the necessary laboratory-instrumental examination; to evaluate the results of the examination; to make a complete clinical diagnosis; to prescribe treatment.
The task of the student is to make the right decision at each of the next steps within a given time frame. In distance learning, students have remote access to a computer to work with an instructor online.
Work with the patient begins with questioning. Communication with the patient is realized with the use of text chat, the received information is added to the electronic case history on the monitor screen. Virtual patients are of different genders, ages, and show different positions and movements during appointments. After collecting the complaints and anamnesis, the “doctor” proceeds to the physical examination. The program does not assess the technique of palpation, percussion and auscultation, but it does assess the student’s ability to interpret the results of an objective examination. To do this, the student points the cursor at fixed points on the patient’s body, and the monitor displays the result of the “manipulation performed”. The auscultatory data evaluation is performed according to the same scheme, but there is an opportunity to listen to an audio recording with sound when pointing to a standard point.
Based on the data obtained, the student must make three preliminary diagnoses and demonstrate skills in differential diagnosis using laboratory and instrumental methods of examination. The student is offered a standard set from which he can choose any methods, without limiting himself, and get the result. If there is any doubt about the final diagnosis, it is possible to return to any stage of work with the patient (as long as there is time left).
The assignment is successfully completed after a final diagnosis (primary and comorbid) is formulated and appropriate treatment is prescribed.
The result of each student’s work is saved on the desktop in the form of a detailed report that gives a detailed evaluation of each step and a cumulative grade. The report is available for review by the student and the instructor.
Based on the results of work with the Virtual Patient program, a questionnaire was administered to students to assess their satisfaction with the simulator (table).
Evaluating the effectiveness of Virtual Patient technology among students
|Question||Yes||I can’t answer that.||No|
|Use of “virtual patient” technology effectively trains clinical thinking skills||73%||18%||9%|
|The “virtual patient” technology gives a more complete immersion in the learning process compared to a traditional hands-on session||83%||7%||10%|
|The result of training on the simulator depends on the level of training of students||71%||1%||28%|
|The result of training on the simulator depends on the level of complexity of the scenario||29%||8%||63%|
|The feedback system in the Virtual Patient program can completely replace debriefing with a teacher||59%||2%||39%|
|I am fully satisfied with the implementation of the Virtual Patient technology in the educational process||88%||10%||2%|
|My motivation to continue learning has increased with the introduction of Virtual Patient technology into the process||98%||0%||2%|
|The “virtual patient” technology should be used in the learning process along with traditional forms of||100%||–||–|
When asked, “How satisfied are you with the implementation of the Virtual Patient technology? 88% of students responded, “Completely satisfied. 98% of the students indicated that they were fully engaged and immersed in the educational process, which is an important positive point. 73% confirm that using this technique trains clinical thinking skills. 59% of the students appreciated the feedback system (report), the rest felt that debriefing with the instructor produced a higher result. 71% of respondents believe that the result depends on the level of training of students, 29% say – on the level of complexity of the scenario. 100% of students believe that this technology should be used in the learning process along with traditional forms.
The disadvantage of the Virtual Patient technique was cited by 61% of the students as a lack of emotional contact and real interaction.
The Virtual Patient device includes several simulation technologies: robotic patient simulators, a standardized patient simulating a clinical case, and interactive computer simulation of the situation [2, 3]. The first two technologies have long been successfully implemented in medical education and are actively used to practice chiropractic skills in a simulation center, which is impossible in a distance learning format. Multimedia clinical case simulation is a relatively young technology, which was first tested in the training of medical staff in the 1970s. [In Russian medical education, these technologies appeared relatively recently, but have been actively introduced in medical education only in recent years [6, 7].
“Virtual patient” gives the future physician the opportunity to form non-technical skills – clinical thinking [8, 9]. The “Virtual Patient Academics3D” system simulates a realistic environment of a district therapist’s office and gives the student the opportunity to form professional competencies while working with “patients”. Highly realistic patients present complaints, demonstrate clinical signs of disease, and allow for physical examination. The program offers a large number of scenarios with different profiles (pathology of the respiratory system, blood circulation, urinary tract, etc.). Scenarios is a multilevel structure with blocks of information about the patient’s condition, and one nosology is presented in several variants, which reduces the probability of accidental correct decisions. Each scenario offers a standard set of laboratory-instrumental examinations from which to choose. A detailed on-screen report shows the student and the instructor the results of the work at all stages (benchmark and actual versions). The program allows you to build a system of achievements of the student in his personal account, which is a motivating factor for him. The advantages of this system are the dynamic process of creating “virtual patients,” the possibility of feedback to developers through messages.
Virtual patients give medical students the opportunity to practice clinical thinking and medical decision-making skills in an environment very close to the real world, which is especially important in environments where access to clinics is limited.
Working with a virtual patient has a number of positive aspects that should be used for a very wide range of tasks. The program allows the student to access the “patient” on demand, at a convenient time for him (which is especially important in the case of controlling the independent work), increases the autonomy of the student and reduces the burden on the teacher. The simulated scenario can be replayed several times, implementing various options for action, achieving the solution to the problem. Another advantage of working with an artificial patient is the possibility of imitating patients suffering from rare, orphan diseases, which is difficult in a medical organization. Despite the large number of clinical scenarios, working in the program provides standardization of training and monitoring methods.
A number of foreign authors in their works describe the Virtual Patient method as a game format of training in medical education . When implementing simulation technologies in the educational process, game technologies (gamification) are of greatest interest as a specific form of interaction between the student and the teacher in the implementation of a given scenario. Since ancient times, game technology has been used as a method of teaching and a way to transfer experience, and today it is relevant to higher education, especially medical school.
The importance of game technology varies at different stages of learning. In the younger courses, more traditional forms of learning, such as business and/or role-playing games with simple linear scenarios, should be used in the first place when forming students’ general medical knowledge, skills and abilities. Game technology should be used when practicing manual technique, practical skills and abilities; elements of a business game can be a structural element and/or evaluation tool in a practical lesson.
The Virtual Patient technology with a branched out system of clinical scenarios is more suitable for advanced students, as it contributes to the development of cognitive skills of a future doctor and is aimed at constructing a model of professional behavior. Graduate students already have some clinical experience and more easily draw parallels with real patients. Trainees regard this technique as an integration of biomedical knowledge and clinical experience. This integration provides the basis for physician decision-making, forms a system for recognizing persistent clinical and laboratory syndromes, and structures the methodology for making a diagnosis without real stress to the trainee.
The virtual environment creates a special highly realistic simulation of the professional situation, helping to learn abstract, iconic forms of professional formation in the course of performing professional actions. The virtual professional world allows a student to make a medical mistake by making the wrong decision, but the safe environment provides an opportunity to understand why it happened and to correct it without stress to the patient and the student. The Virtual Patient technology is based on scientific clinical advances and modern pedagogical game techniques. Modern students have grown up in a period of rapid development of computer technology, used to spend a lot of time in the virtual world, so they are ready to learn their profession through computer games. Digitalization and informatization of the modern educational environment are new ways of interacting with the modern generation of students. The game is a great way to learn, helping students learn effectively rather than just acquiring unnecessary knowledge. Gamification is a tool to maximize the involvement of the modern student in the learning process and positively influence the main group of learning motives.
However, the student needs competent pedagogical support throughout the process of mastering professional competencies, especially if the teacher uses game technology. The application of the “Virtual Patient” technology in the educational process requires high-quality methodological support and the development of practical recommendations for the implementation of this game method. If the required level of teacher training is insufficient, there is a risk of using pseudo-game forms in the educational process, which in fact have no practical relevance and educational value. Despite the mass of positive aspects, it should be understood that gamification involves not replacing, but modernizing traditional pedagogical forms with the introduction of new motivational schemes.
One of the requirements for pedagogical technology is its effectiveness, indicating the high efficiency of training, as well as the degree of energy consumption. The effectiveness of the Virtual Patient technology was evaluated by an expert method based on the comprehensive opinion of competent experts . The experts were instructors who had many years of experience in building students’ clinical thinking skills in the implementation of clinical disciplines and, as a result, had practical decision-making capacity. The work of the experts consisted of two stages: in the first stage, the experts identified the need for the implementation of digital technology, and in the second stage, they analyzed the effectiveness of the implemented technology. The objective need for this technology is due to several things. The Virtual Patient program is the modern equivalent of the usual problem-situation tasks, based on the use of active and interactive learning tools. Restricting students’ access to the clinic to develop skills for supervising patients makes its use all the more urgent. The high efficiency of the Virtual Patient technology, according to teachers, is due to the ability to qualitatively solve such didactic tasks as:
1) building an individual educational trajectory, taking into account the different initial level of competence of the student;
2) visual presentation of educational information;
3) realistic modeling of a professional task;
4) objective control of learning outcomes, quick feedback;
5) diagnosis of errors, self-monitoring and self-correction;
6) strengthening the motivational aspect of learning.
The Virtual Patient software product is an effective pedagogical methodology that can be successfully used to practice clinical thinking skills and medical decision-making.
The Virtual Patient method is a problem-oriented form of learning that can be effectively used during the distance learning format.
Given the positive results, medical schools can make wider use of “virtual patient” technology in educational activities, but in order to get a quality result, it is necessary to develop ways to integrate this simulation technology into existing curricula.
Both teachers and trainees recognize the high effectiveness of this method, but we should not forget the need for face-to-face clinical sessions at the bedside of a real patient.
Yudaeva Yu.A., Nevolina V.V., Zakirzyanova Z.F. USE OF TECHNOLOGY “VIRTUAL PATIENT” IN MEDICAL EDUCATION // Modern problems of science and education. – 2022. – № 2. ;
1. Khan K., Tolhurst-Cleaver S., White S., Simpson W. AMEE Guide 50: Simulation in Healthcare Education. Building a Simulation Program: Practical Guide, 2011. 31р.
2. Gorshkov M.D. Simulation training in anesthesiology and resuscitation / co. M.D. Gorshkov; ed. Evdokimov. Moscow: GEOTAR-Media: ROSOMED, 2014. 312 с.
3. Zaitsev V.S. Modern Pedagogical Technologies: Textbook. In 2 books. Kn. 1. Chelyabinsk, Chelyabinsk State Pedagogical University, 2012. 411 с.
4. S.I. Karas. Virtual Patients as a Format for Simulation Training in Continuing Medical Education (Literature Review) // Bulletin of Siberian Medicine. 2020. № 19(1). С. 140-149.
5. Kamyshnikova L.A., Efremova O.A., Ivakhno E.N., Dubrova V.A. Possibilities of using simulators in medical education // Medical Technology. Evaluation and choice. 2019. № 3 (37). С. 46-52.
6. Svistunov A.A. Methods and principles of simulation training. Simulation training in medicine. Ros. Society for Simulation Education in Medicine / ed. A.A. Svistunova; co. М. D. Gorshkov. Moscow: Publishing house of the First Moscow State Medical University. И. M. Sechenov, 2013. 287 с.
7. Shmakov S.A., Nikitina B.P., Elkonin D.B., Vygotsky L.S. Game technologies // Methodological development. [Electronic resource]. URL: https://www.maam.ru/detskijsad/igrovye-tehnologi-shmakov-s-a-nikitina-b-p-yelkonin-d-b-vygotskii-l- (date of access: 19.03.2022).
8. Kolpakov F.A., Kiselev I.N. Virtual Patient // Kommersant Nauka. 2019. №. 4 (1). С. 28-29.
9. Meshcheryakova M., Podchernyaeva N., Shubina L. Training of professional manual skills and assessment of the level of their formation among medical students // Doctor. 2007. № 7. С. 81-83.
10. Khlebovich D.I. Expert survey as a tool for researching problems of higher professional education: prerequisites and practice of use // Izvestia IHEA. 2013. № 6 (92). С. 12-20.