PSYCHOLOGICAL SUPPORT OF A SIMULATION LEARNING PROCESS IN MEDICINE

Simulation-based learning – a necessary element in system of modern secondary and higher medical education. The introduction of innovative educational technologies is followed by controversial psychological reactions from both faculty staff and students themselves. Indeed simulation-based learning has a number of specific features. It poses unusual learning objectives for medical students and requires applying more knowledge and abilities. Every medical simulation is challenging. It is always a public situation where student's current knowledge and skills are under evaluation. The need of achievements and the urge to be better than anyone else may provoke anxiety, self-doubt, and psychological stress in medical students. The article presents results of a pilot project aimed at creatinga model of psychological support ofmedical students enrolled in the course of simulation learning. Sixty-nine participants out of 102 (53 females, 16 males) left empirical data that allowed evaluating changes in the level of self-confidence after the course «Basics of simulation medicine». The statistical comparison was solved by using the non-parametric Wilcoxon test. The results showed that the level of self-confidence does not significantly differ before and after taking the course. The theoretical analysis revealed various difficulties that could emerge while working with simulators and mannequins. Proper psychological techniques to deal with these problems successfully were found. The empirical study allowed describing psychological characteristics of thosestudents who joined a simulation class for the very first time. Psychological support of medical students promotes up-to-date adaptation to and optimal introduction into the system of simulation-based learning. The program of psychological support aims to decrease a level of situational anxiety, to actualize one's selfconfidence, and to overcome negative emotional experience.  A psychologist plays a significant role when it comes to professional assistance and maximization of involvement into a simulation scenario. The factors mentioned previously determine to some extent positive results of simulation-based learning