Background. The assessment of psychomotor skills in dental education is traditionally based on subjective evaluations by instructors, which can lead to inconsistency and bias. The integration of augmented reality (AR) simulators offers a potential solution by providing objective, real-time feedback. However, the validity and reliability of AR-based assessment tools remain underexplored. This study investigates the effectiveness of an AR dental simulator in evaluating students’ cavity preparation skills compared to expert assessments.

Aims and objectives. This study aims to evaluate the validity and reliability of an AR simulator as an assessment tool in dental education. Specifically, it seeks to:

Compare AR simulator-generated scores with expert evaluations.

Assess the consistency and objectivity of simulator-based feedback.

Determine the simulator’s potential to enhance skill acquisition through real-time assessment.

Material and methods. Twenty first-year dental residents participated in this study, performing cavity preparations using the BeDentPro AR simulator. Their work was assessed by five experienced faculty members using a standardized grading rubric. The simulator provided automated measurements of cavity dimensions, preparation accuracy, and procedural efficiency. Statistical analysis, including Kendall’s Coefficient of Concordance and Spearman’s correlation, was conducted to compare expert and simulator evaluations.

Results. High correlation (r>0.7) was observed between the simulator’s evaluations and expert assessments. The simulator provided precise, quantifiable data on parameters such as cavity depth, extension, and preparation time. Additionally, it identified errors such as over-preparation, excessive tissue removal, and deviations from ideal angulation.

Discussion and conclusion. The findings demonstrate that AR simulation provides valid and reliable assessments comparable to expert evaluations while offering additional quantitative insights. By eliminating subjectivity, AR-based assessment tools can enhance competency-based training in dentistry. Future research should explore their integration into summative evaluations and broader dental curricula.

Relevance. Clinical reasoning is a crucial component of a physician's professional activity, directly impacting the quality of care provided. Applying clinical reasoning in a real-life setting can often be challenging due to physicians' emotional states – anxiety, fear of making mistakes, and a sense of responsibility for their actions. Medical education requires research and application of training and technologies that promote the development of emotional management skills, including modern, high-tech virtual reality simulators designed to fully immerse physicians in the clinical environment. Such technologies can create a controlled stressful situation in which trainees can experience emotions similar to those encountered in a real-life patient interaction. Can a virtual simulator truly not only develop professional skills and clinical competencies, but also help physicians learn to manage their own anxiety?

The aim – comparison of state anxiety indicators of residents before and after working on a virtual reality simulator simulating the situation of a scheduled outpatient appointment.

Material and methods. A prospective, randomized, controlled study with blinded data analysis was conducted in January–May 2024. Research participants (RP) were volunteer second-year residents in the following specialties: 31.08.36 Cardiology; 31.08.49 Therapy; 31.08.53 Endocrinology; 31.08.35 Infectious Diseases; 31.08.42 Neurology; 31.08.56 Neurosurgery; 31.08.01 Obstetrics and Gynecology; 31.08.02 Anesthesiology-Resuscitation; 31.08.68 Urology; 31.08.18 Neonatology; 31.08.67 Surgery. The total number of RP (screening) was 118 people, 107 people were included in the study. Before the study, the RPs familiarized themselves with its terms and conditions, ensured their anonymity, and signed voluntary informed consent. After signing, randomization was carried out using the «envelope method» in order to create two groups that did not contact each other during the study: Group 1 – control (traditional training without the use of a VR simulator, n=57) and Group 2 – study (training using a VR simulator, n=50). Participants in Group 2 were asked to use VR glasses to complete a case in virtual reality, which involved an outpatient appointment with a patient. After completing the case, each RP was asked to conduct an outpatient appointment with a real person – a simulated patient. Before completing the virtual case, both groups' trait and state anxiety levels were measured; after completing the virtual case, a second measurement of SA levels was conducted for participants in Group 2. Trait and state anxiety levels were measured using the Spielberger State-Trait Anxiety Inventory (STAI) as adapted by Yu.L. Khanin.

Statistical analysis of the data was performed using Statistica v.13 and Excel. Data quality was checked using distribution histograms. The Shapiro–Wilk method was used to determine the type of data distribution. The main methods of statistical data analysis were: for comparative data analysis – the Wilcoxon test and/or the sign test; for comparing the parameters of independent samples (control and study groups) – the Mann–Whitney test. Results are presented as M±SD, where M is the arithmetic mean, SD is the standard deviation; Me is the median, and CI are confidence intervals, including the minimum and maximum values (min & max) or the and 10^th, 95^th percentiles for an informative presentation of the studied sample. Dichotomous and ordinal qualitative data are expressed as frequencies (n) and percentage distributions of features. Differences were considered statistically significant at p<0.05.

Results. The RP and control groups did not differ significantly in age, education level, gender, level of trait anxiety, or experience in examining patients. Comparison of the state anxiety (SA) parameter revealed a statistically significant decrease after Group 2 worked on the virtual simulator: before training – M₁=39.06, CI (5–95%) 36–42; after working on the simulator – M₂=36.3, CI (5–95%) 33–39; p=0.001. The SA indicator after working on the simulator decreased in 70% of participants (35 out of 50 measurements). Among the participants with a decreased parameter, 9 RP (25.7%) experienced a decrease in the SA indicator by 10 or more points, 12 RP out of 35 (34.3%) – by 5–10 points, and 14 RP (40%) – by 1–4 points. In 26% of RP in group No. 2, the SA indicator after working on the simulator increased, while in 4% of RP it did not change. In the case “Tumor of the head of the pancreas, mechanical jaundice”, which was completed by residents of the specialties “surgery”, “therapy”, “infectious diseases”, “neurology”, “neurosurgery”, “obstetrics and gynecology”, “urology” and “neonatology” (n=28), the SA indicator, after a single virtual outpatient appointment, statistically significantly decreased by 4.8% [M₁=41.5, CI (5–95%) 37–45 versus M₂=39.5, CI (5–95%) 35–43, p=0.045].

Cardiologists and anesthesiologists who completed the case “Arterial hypertension stage II” (n=18) also demonstrated an even greater statistically significant decrease in the SA parameter by 13.6% [M₁=35.3, CI (5–5%) 29–40 vs M₂=30.5, CI (5–95%) 26–34, p=0.001]. Endocrinologists (n=4) who dealt with the case “Thyrotoxicosis with diffuse goiter, newly diagnosed atrial fibrillation” demonstrated, on the contrary, an increase in SA by 5.6% [M₁=38.8, CI (5–95%) 34–43 vs M₂=41, CI (5–95%) 28–53], but statistical analysis showed that the differences are not significant (p=0.46). In 5 out of 10 cases, the frequency of answering “Absolutely true” to questions implying a positive assessment of one's state increased, while in one case it remained unchanged. Participants chose “Absolutely true” less frequently when answering questions such as “I am calm”, “I am not in any danger”, “I feel a sense of inner satisfaction” and “I am self-confident”. In 3 out of 10 cases, the frequency of choosing “No, that's not true” to questions implying a negative assessment of one's state increased, while in two cases it remained unchanged, and in five cases it decreased. Statistical analysis showed that the differences in the frequency of answer selection when comparing the overall frequency indices in both groups of questions are not significant (in the group of questions implying a positive assessment of one’s condition: Me₁=12, Q1–Q3=11–13 vs Me₂=11, Q1–Q3=9–16; p=0.85; in the group of questions implying a negative assessment of one’s condition: Me₁=39, Q1–Q3=37–48 vs Me₂=39, Q1–Q3=36–44; p=0.52).

Conclusion. After completing a single virtual reality case, the state anxiety of resident physicians statistically significantly decreased in 70% of participants, with the majority (60%) experiencing a decrease in SA of 10 points or more.

A comparison of SA by case nosology revealed a statistically significant decrease in this indicator during the surgical and cardiology cases by 4.8% and 13.6%, respectively.

A detailed analysis of the participants' emotional state in response to individual questions requires additional psychological research, likely with an increase in the frequency of virtual simulator sessions.

Microbiology is one of the most actively and dynamically developing medical disciplines. The professional activity of doctors of any clinical profile is closely related to knowledge about the human microbiome in normal and pathological conditions. Microbiology is taught in the first years of medical schools, often before becoming familiar with clinical disciplines, which determines low motivation to study the subject. The aim of the study was to analyze the survival rate of microbiology knowledge among undergraduates and doctors of clinical specialties. A survey of 200 people was conducted. It was found that the majority of respondents pointed to existing knowledge gaps in microbiology and felt the need to fill them. Many respondents correctly answered questions about the meaning of spores in bacteria (86.0%), capsules (84.0%), the structure of the cell wall (74.1%), the perception of color by the Gram method (78.1%), the location of flagella (74.6%), the mutual arrangement of cells in coccoid forms (74.6%), however, extremely Low rates of correct responses were obtained on issues of modern understanding of the microbiome, the organization of the preanalytical stage, sterility and non-sterility of loci, mycoplasma and cryptococcal infections. The data obtained indicate the need to revise the approach and teaching of microbiology, updating the content of work programs, as well as the knowledge of the teaching staff.

This article presents the findings of a monitoring study on the knowledge level of students in medical colleges and universities regarding the discipline “Medical Documentation”, alongside an analysis of the current state of medical record-keeping in healthcare practice. Based on empirical data (n=1200 students, 150 healthcare professionals, 42 medical institutions), systemic gaps in existing teaching materials were identified: outdated textbooks, lack of digital components, and misalignment with clinical and legal realities. The study reveals that 99% of medical records contain documentation errors, 85% of malpractice lawsuits are linked to poor documentation, and 85% of staff require additional training in this area. Despite high formal academic performance among students (62% received “excellent” grades), a significant gap persists between theoretical knowledge and practical competence. The paper argues for the urgent development and implementation of a modern, systematic teaching and methodological complex that integrates regulatory, clinical, digital, and legal dimensions of medical documentation. A proposed structure for a next-generation textbook and accompanying pedagogical resources is outlined, aligned with competency-based education and the Russian Federal State Educational Standards.

The article examines the psychophysiological aspects of the adaptation of foreign students at the Ural State Medical University (UGMU). Based on the testing of 124 students (using the methods of Spielberger, Eysenck, Dubovitskaya–Krylov), key adaptation factors were identified: anxiety level, type of higher nervous activity, motivation. It is shown that students of I–II courses experience the greatest difficulties due to the language barrier and academic workload. Recommendations for improving the educational environment are proposed.

The article is devoted to the study of the problems of motivation of students of medical universities and colleges. The authors conduct a comparative analysis of the level of motivation, sources of inspiration and factors that reduce educational activity among students of secondary vocational education and universities. The results of the study showed that university students demonstrate a higher level of motivation, but more often experience emotional burnout due to the high academic load. College students, although highly motivated, are more susceptible to the influence of external factors, such as the opinion of family and the environment. The main problems identified in both groups are the lack of practical classes, high academic load and insufficient support from teachers. Based on the data obtained, specific recommendations are proposed, including an increase in the proportion of practical classes, the introduction of modern technologies, a reduction in the academic load and an improvement in the psychological support of students. The study emphasizes the importance of motivation for successful learning and professional development of future medical professionals.

In this paper, the effectiveness of the case method in the development of knowledge and skills of 6-year students of medical faculty is studied. During the practical training on outpatient therapy, students successfully used the online calculator DAS28 to calculate the activity index of rheumatoid arthritis, spending an average of 13.4 seconds. Nevertheless, difficulties were identified: when formulating a complex clinical diagnosis, students allowed missing headings or incorrect interpretation of data. Similar difficulties were observed in the differentiation of iron deficiency anemia and anemia of chronic disease, where students planned an incomplete amount of biochemical research. The analysis demonstrates the potential of the case method to improve students' practical skills, but at the same time emphasizes the importance of a more in-depth study of the clinical recommendations of the Ministry of Health the Russian Federation.