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Professional Education: Methodology, Theory and Technologies

Article

Development of simulation centres as an innovative technology in postgraduate medical education: Theoretical and methodological foundations and practical dimension

Lanna Lukashenko, Iryna Sokolovska*, Iryna Ganzhiy

isokolovska@ukr.net

Retrieved from Vol. 12, No. 1, 2026 Pages 45–61
Received
09.01.2026
Revised
14.04.2026
Accepted
12.05.2026
Published
19.06.2026
Views
51

Abstract

The article aimed to determine the role of simulation centres in modernising postgraduate medical education and strengthening practical training to develop professional competencies among healthcare professionals. The research methodology was based on an applied pedagogical design incorporating theoretical- analytical and quasi-experimental components. The empirical stage was conducted from 16 to 27 February 2026 at the Educational and Research Institute of Postgraduate Education at Zaporizhzhia State Medical and Pharmaceutical University, involving 48 intern doctors who underwent an initial and final comprehensive assessment of their professional competencies. The results showed that simulation centres function as organised educational environments in medical education, where clinical scenarios, the safe practice of algorithms, team interaction, standardised assessment and debriefing ensure the formation of professional competencies. The methodological analysis substantiated the integration of simulation technologies into postgraduate medical education through a combination of competency-, activity-, scenario-, problem-, interprofessional and reflective approaches. Following simulation training, assessment demonstrated statistically significant improvements in intern doctors’ results: theoretical preparedness increased from 12.4 ± 2.1 to 17.1 ± 1.8 points; practical actions, from 24.6 ± 4.3 to 34.8 ± 3.1 points; and self-assessment of professional readiness, from 18.2 ± 3.5 to 25.7 ± 2.8 points. The greatest increase was recorded in the reflective component (44.8%), indicating the effectiveness of debriefing. Further development of simulation centres should focus on virtual simulations, telesimulation, digital checklists, electronic portfolios, and artificial intelligence tools. A one-group quasi-experimental study in the system of postgraduate medical education demonstrated a statistically significant improvement in professional competency indicators among intern doctors after simulation training, particularly in terms of theoretical preparedness, practical actions, team interaction and reflective readiness. These results could be utilised by higher medical education institutions, postgraduate education institutes, simulation centres, and clinical discipline teachers to develop, implement, and assess simulation training in professional development programmes for healthcare professionals

Keywords

debriefing; artificial intelligence; clinical scenarios; digital checklists; team interaction; professional competencies; patient safety

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Suggested citation

Lukashenko, L., Sokolovska, I., & Ganzhiy, I. (2026). Development of simulation centres as an innovative technology in postgraduate medical education: Theoretical and methodological foundations and practical dimension. Professional Education: Methodology, Theory and Technologies, 12(1), 45-61. https://doi.org/10.69587/pemtt/1.2026.45