Симуляційні технології в практичній підготовці майбутніх лікарів-стоматологів: педагогічний потенціал та дидактичні можливості
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2025
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У статті здійснено теоретико-методологічний аналіз симуляційних технологій у системі практичної підготовки майбутніх лікарів-стоматологів. Обґрунтовано їх педагогічний потенціал у формуванні професійної компетентності, клінічного мислення та мануальних навичок здобувачів вищої медичної освіти. Розроблено механізм впровадження симуляційного навчання у процес професійної підготовки стоматологів. Визначено педагогічні умови ефективної реалізації симуляційних технологій та критерії оцінювання їх результативності.
The aim of the article is to analyze the role of simulation technologies in the practical training of future dentists, focusing on their pedagogical potential and didactic possibilities in modern dental education. The study emphasizes the need to integrate innovative teaching tools that allow students to acquire professional competencies in a safe, controlled, and effective learning environment, bridging the gap between theoretical knowledge and practical clinical skills. Research Methods. A comprehensive set of research methods was applied, including theoretical and analytical review of scientific literature to clarify the definition, types, and classification of simulation technologies; comparative-pedagogical analysis to identify best practices and modern trends in dental education; experimental and modeling methods to evaluate the effectiveness of simulation tools in developing manual skills, clinical reasoning, and decision-making; as well as logical methods such as analysis, synthesis, classification, and systematization to organize, interpret, and generalize the collected data. The article outlines the pedagogical potentials of simulation technologies, emphasizing their ability to provide individualized learning pathways, real-time feedback, repetitive practice without risk to patients, and opportunities for mastering complex dental procedures. Didactic possibilities include creating realistic clinical scenarios, developing critical thinking, fostering reflective practice, and enhancing students’ readiness for independent clinical work. Particular attention is given to virtual simulators, haptic devices, dental mannequins, and interactive case studies as effective tools in both preclinical and clinical stages of education. It is concluded that the systematic implementation of simulation technologies in dental curricula significantly improves the quality of practical training, increases students’ confidence, and prepares them for safe and competent patient care. The study demonstrates that simulation is not only a pedagogical innovation but also a strategic approach to developing highly qualified dental professionals capable of meeting contemporary standards of healthcare.
The aim of the article is to analyze the role of simulation technologies in the practical training of future dentists, focusing on their pedagogical potential and didactic possibilities in modern dental education. The study emphasizes the need to integrate innovative teaching tools that allow students to acquire professional competencies in a safe, controlled, and effective learning environment, bridging the gap between theoretical knowledge and practical clinical skills. Research Methods. A comprehensive set of research methods was applied, including theoretical and analytical review of scientific literature to clarify the definition, types, and classification of simulation technologies; comparative-pedagogical analysis to identify best practices and modern trends in dental education; experimental and modeling methods to evaluate the effectiveness of simulation tools in developing manual skills, clinical reasoning, and decision-making; as well as logical methods such as analysis, synthesis, classification, and systematization to organize, interpret, and generalize the collected data. The article outlines the pedagogical potentials of simulation technologies, emphasizing their ability to provide individualized learning pathways, real-time feedback, repetitive practice without risk to patients, and opportunities for mastering complex dental procedures. Didactic possibilities include creating realistic clinical scenarios, developing critical thinking, fostering reflective practice, and enhancing students’ readiness for independent clinical work. Particular attention is given to virtual simulators, haptic devices, dental mannequins, and interactive case studies as effective tools in both preclinical and clinical stages of education. It is concluded that the systematic implementation of simulation technologies in dental curricula significantly improves the quality of practical training, increases students’ confidence, and prepares them for safe and competent patient care. The study demonstrates that simulation is not only a pedagogical innovation but also a strategic approach to developing highly qualified dental professionals capable of meeting contemporary standards of healthcare.
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симуляційні технології, професійна освіта, практична підготовка, лікарі-стоматологи, професійна компетентність, клінічне мислення, симуляційне навчання, медична освіта, simulation technologies, dental education, practical training, pedagogical potential, didactic possibilities, clinical competence, preclinical training
Бібліографічний опис
Рибалко Л. Симуляційні технології в практичній підготовці майбутніх лікарів-стоматологів: педагогічний потенціал та дидактичні можливості [Текст] / Л. Рибалко // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / МОН України, Сумський державний педагогічний ун-т ім. А. С. Макаренка ; [редкол.: А. А. Сбруєва, М. А. Бойченко, О. А. Біда та ін.]. – Суми : СумДПУ ім. А. С. Макаренка, 2025. – № 6 (146). – С. 43–53. – DOI: 10.24139/2312-5993/2025.06/043-053